The purpose of this study was to explore how freshman and junior students majoring in Japanese language and culture at Soochow University in Taipei, Taiwan, perceived the influences of a global view on their self-identity, ethnicity, social networks, and the place of Japan in the global society. The study survey focuses on levels of motivation to study Japanese as well as perceptions of how the world is changing. The study survey also explores perceptions of how selection of Japanese as foreign language study may relate to students' self-identity as global citizens. The study may have value to a wide variety of educators and language faculty who are interested in the emerging phenomenon of global self-identity related to motivation for multilingualism and broad cultural interfacing.

Research in educational psychology has suggested that students' motivation is closely related to their self-beliefs concerning their ability and how teachers structure their classrooms. Therefore, this study investigated Taiwanese young adults' attitudes and motivation toward the major in Japanese language and the influence of globalism on motivation to study the language. This study combined both qualitative and quantitative methods to examine students' perceptions.

Computation of survey item responses into composite mean scores were calculated to identify independent sample t tests on students' perspectives regarding self-identity, global world view, personality preferences, and motivation types. In general, respondents showed interest in discussing their self-identities in a global context, saw the study of Japanese language and culture as empowering them to be global citizens with enhanced resources to get good jobs and social respect, and perceived Mandarin as potentially the future dominant global language, even over English.

In line with previous research, this study found that the young adult respondents were more motivated instrumentally than integratively, using Gardner's model. But, respondents were enthusiastic to be interviewed about more abstract or integrative aspects of membership in a global society. The study concluded that foreign language faculty may find an enthusiastic and willing audience for dialogue, beyond study of language mechanics and vocabulary, among young adults who are metacognitively increasingly aware of their need to be part of emerging globalism.