A Study of Japanese Language Learning Strategies from the Perspective of Self-Determination Theory

Abstract

Language learning strategies (LLS) are central to second language acquisition, and their success depends on learner motivation. This study looks at how autonomy, competence, and relatedness shape the experiences of Malaysian undergraduates, using Self-Determination Theory (SDT) as the framework. These three needs have not been studied in depth in the Malaysian context. The study set out to examine how learners perceive these needs, how they are connected, and whether differences exist across academic disciplines. Four hypotheses were developed to guide the research. Data were collected through a structured questionnaire with 42 items: competence (19), autonomy (11), and relatedness (12). A total of 218 undergraduates from Malaysia’s largest public university took part. Responses were rated on a Likert scale, and reliability was confirmed using Cronbach’s Alpha. The findings show that learners reported moderately high engagement in autonomy, competence, and relatedness. Significant positive correlations were found among the three needs, confirming their close relationship in language learning. This study suggests that motivational support and strategic training should be integrated into educational methods. It encourages future research to extend this framework to multiple contexts and disciplines to deepen our understanding of language learning.