Motivational Diversity in English Learning within a Single University : Comparing Liberal Arts and Sciences with Other Faculties

[Abstract] This exploratory study examines the variation in English-learning motivation across faculties within a single university, with a focus on students in the College of Liberal Arts and Sciences (LAS) at Chiba University. The present study analyzes responses from 647 undergraduates to an online questionnaire that covered English learning purposes, preferred listening materials, and English proficiency. The analysis reveals a consistent pattern. LAS respondents often cite broader and more internationally oriented goals, such as studying abroad and engaging in cross-cultural communication. Students in other faculties more often highlight instrumental goals linked to research activity and professional qualifications. LAS students display a variety of aims across proficiency bands. This pattern suggests that the faculty’s interdisciplinary and globally oriented environment, rather than linguistic ability alone, sustains diverse motivations for English learning. The present study interprets these findings through the L2 Motivational Self System, Ushioda’s ecological perspective, and Self-Determination Theory, highlighting that individual factors and institutional contexts shape motivation. These results underscore the importance of designing faculty-sensitive English curricula that align with the different educational missions and learner identities of various faculties.