Exploring Motivations and Language Learning Strategies for Learning Japanese: Voices of Undergraduate Students in Kazakhstan

Abstract

As interest grows in the study of languages beyond English, research has increasingly turned toward the motivations behind learning languages other than English (LOTE). Despite Central Asia’s rich multilingual environment, scholarly attention in the region has largely focused on English, leaving the study of motivations for learning LOTEs like Japanese underrepresented. To address this gap, the current qualitative research investigates the experiences of undergraduate students in Kazakhstan who are studying Japanese as a foreign language. The study specifically examines what drives these learners to study Japanese, the challenges they encounter throughout their learning process, and the language learning strategies (LLSs) they adopt to support their progress. The research is framed by Dörnyei’s (2009) L2 Motivational Self System and Oxford’s (1990) categorization of LLSs and draws on two qualitative methods: narrative writing and semi-structured interviews. Data were analyzed through thematic analysis following the procedures outlined by Braun and Clarke (2013). The analysis revealed that students were motivated by a combination of cultural interest, career-related goals, and personal affinity for the language. Many participants reported being drawn to Japanese due to its pop culture, aesthetics, and perceived professional value. At the same time, they described facing substantial obstacles, including difficulty with writing systems, limited practice opportunities, and inconsistencies in university-level instruction. Nevertheless, students demonstrated agency in navigating these challenges by employing various learning strategies—especially cognitive and social ones— including self-directed kanji practice, interaction with native speakers, and participation in language communities. Based on these findings, the study puts forward pedagogical suggestions for improving Japanese language education in Kazakhstan and highlights the viii importance of exploring learners’ perspectives in underexamined multilingual contexts.