摘要：This study examined the structural relationships among factors affecting selfinstructedlearners’ persistence in learning with a sample of Japanese high schoolEnglish learners. L2 self-instruction remains under-researched, in spite of theimportance of out-of-class learning emphasized in the literature. One example of L2self-instruction that is prevalent in Japan is learning using self-instructional radio(SIR) materials, with the country’s public broadcasting company offering radioEnglish-education materials since 1934.Self-instructed learners find it difficult to persist in this type of learning andthe drop-out rates have been reported to be high. In order to investigate selfinstructedlearners’ motivational bases and their relationships to persistence, aquestionnaire was administered and two models were tested using structural equationmodeling. The results indicated that the intensity of motivation and the quality oflearning experiences with these materials were related to persistence in learning.Furthermore, simply persisting in learning using SIR materials did not make learnersconfident in L2 communication. Practice in L2 communication might be necessary inorder for learners to become more confident in L2 communication, which SIRmaterials did not offer
关键词：second-language self-instruction; radio materials; second-language;motivation; persistence in learning
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