English Learning Goals and Actions for Goal Achievement among Japanese EFL Learners: An Exploratory Study

Abstract

This study explores the construct of English learning goals and actions for goal achievement among Japanese English as a foreign language (EFL) learners, as well as the correlations with learner motivation and willingness to communicate (WTC). Based on responses from 255 learners, this study developed original scales to categorize learner goals and actions for achieving those goals. From the exploratory factor analyses, English learning goals were categorized into three factors: enhancing communicative competence, positive attitudes towards English use, and maintaining minimum required English skills. Accordingly, this scale was named the Goals for Learning English Scale (GLE Scale). Similarly, actions for goal achievement were categorized into daily self-directed English practice, technology-based English training, and active engagement in communication activities. This scale was named the Actions for Goal Achievement Scale (AGA Scale). Pearson’s correlation analysis revealed that all the GLE Scale and the AGA Scale factors positively correlated with learner WTC. Moreover, high-motivated learners exhibited higher scores in goal-setting and goal-oriented actions than their low-motivated counterparts. The two sets of scales developed in this study could be used by researchers and practitioners in various EFL contexts to assess learners’ goal- setting and goal-achievement behaviors in future practice.