Lived Experiences of Assistant Language Teachers in Fostering Motivation and Engagement Among Japanese ESL Learners

AUTHOR(S)

MS. ANA LYN NAVARRO DR. HELEN G. TRINIDAD

ABSTRACT

— This study explored the lived experiences of Assistant Language Teachers (ALTs) in fostering motivation and engagement among Japanese ESL learners. This employed a phenomenological qualitative research design to discover the multiple unique roles of ALTs in the Japanese education system. Using purposive sampling, data were gathered from eight Filipino ALTs through semi-structured interviews that utilized open-ended questions. All eight ALTs articulated in the interviews that their core beliefs as teachers were significantly shaped by their experiences, particularly those in which they felt encouraged, supported, and respected by emotionally attuned and socially responsive teachers. Fostering motivation and engagement among Japanese ESL learners, as shared by the co-participants, is not just about teaching English. It’s about creating a classroom where learners feel safe, respected, and genuinely involved. The ALTs found that learners respond best when lessons are fun, meaningful, and connected to real life. Whether it’s through music, movement, group work, or simply taking the time to listen and offer encouragement, these teachers showed how small, thoughtful actions can make a big difference. ALTs become bridges between transforming personal experiences into powerful, learner-centered teaching that cultivates motivation and engagement in their ESL learners. The significance of their experiences lies in their affirmation that effective ESL instruction in Japan extends beyond the transmission of language. The co-participants’ experiences highlight that motivation and engagement flourish in environments where learners feel emotionally safe, personally valued, and actively involved in meaningful, relatable classroom activities, making teaching a deeply human and transformative practice. With this, the analysis of co-participants’ narratives revealed four major themes: (1) Factors Affecting Motivation, (2) Strategies for Enhancing Motivation, (3) Factors Affecting Engagement, and (4) Strategies for Enhancing Engagement. These themes were identified using Colizzi’s method and grounded in the lived experiences of Assistant Language Teachers (ALTs) in Japan. Factors Affecting Motivation emphasized the role of both intrinsic and extrinsic elements in language learning. This highlighted the emotional and instructional dynamics that influence learners, with motivation often hinging on how safe, supported, and engaged learners feel. Based on the findings, the proposed output of the study is a thematic framework, specifically a Holistic Experiential-Based Framework in Fostering Motivation and Engagement Among ESL Learners, which illustrates how Assistant Language Teachers (ALTs) foster motivation and engagement among Japanese ESL learners through interconnected strategies and influences. Keywords — Assistant Language Teachers, engagement, instructional strategies, Japanese ESL learners, motivation, phenomenological method, thematic framework