Japanese language teachers’ reported beliefs and strategies for enhancing learner self-efficacy in Aotearoa New Zealand : a qualitative study : a thesis in partial fulfilment of the requirements for the degree of Master of Applied Linguistics, Massey University, Manawatu, New Zealand

Abstract

Self-efficacy (SE) plays a critical role in second language acquisition (SLA). This qualitative study explored Japanese language teachers’ reported beliefs and strategies related to enhancing learner SE in Aotearoa New Zealand secondary schools. While the contemporary context is defined by declining participation and limited institutional support, the inherent linguistic challenges of Japanese foreground the need for intentional SE support. The study gained insight into how SE is supported in the classroom through semi-structured interviews with five teachers, informed by a preliminary questionnaire. Data were analysed using directed content analysis and categorised according to Bandura’s four sources of SE (Bandura, 1997). Findings indicate that teachers’ strategies were shaped by their own learning experiences and personalities, revealing a tension between scaffolded structured learning and exploratory autonomy, as well as the need to balance challenging mastery experiences with foreign language enjoyment to sustain learner engagement. These findings align with evidence that, in New Zealand, learners’ persistence in Japanese is closely tied to their immediate classroom experiences and self-belief. These results suggest that targeted professional development (PD) in SE enhancing practices may improve learner persistence in Japanese language education.