Students studying Japanese at the main campus of the largest public university who have accommodated to face-to-face learning had to adapt to online learning sessions after the COVID-19 phenomenon emerged in early 2020. They had to learn independently and were expected to have digital technology skills in addition to having devices required for synchronous and asynchronous learning sessions. Would this change affect their motivation to learn Japanese? The researchers were motivated to undertake this study because investigating the motivational variables of language learning in online classes has profound impacts on instructors and students, as well as teaching and learning approaches. This quantitative study was conducted to explore the motivation of students to learn Japanese online. The study used a Google Form survey and all items were measured on a 5 Likert scale. The data were organized in four sections. Section A, the demographic profile, had 5 items, Section B had 12 items on Triggered Situational Interests, Section C had 14 items on Maintained Situational Interests and Section D had 12 items of Emerging Individual Interest. The categories in the instrument were inspired from Hidi and Renniger's (2006) situational interest and then incorporated into Fowler's (2018) online motivation. 161 students from three clusters of Science and Technology, Arts and Humanities and Business and Administration taking Japanese as an elective, participated in this study. Data were analysed using SPSS frequency statistics. The findings showed that there was a significant positive correlation between respondents triggered situational interest, maintained situational interest, and emerging individual interest in learning Japanese online. Students, on average, had an internal and external motivation to learn Japanese through online platforms and personal interest influences their motivation. Some pedagogical implications such as student’s performing tasks in class, the grading system, course content and the role of the instructor can be concluded. Future research about situational interest as motivation for online learning across genders, qualitative interview methods or open-ended questions and comparison of traditional online versus hybrid learning in relation to student motivation are proposed.
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