ENGLISH LANGUAGE LEARNING MOTIVATION OF THAI STUDENTS OF LANTARATPRACHAUTIT SCHOOL

<p>This study aimed to determine the mediating effect of strategy inventory for language learning between motivation in English language learning and classroom anxiety. It utilized a descriptive-correlational study design along with mediation analysis. Correlational analysis was performed to examine the relationships between the variables. The researchers surveyed 316 senior high school students from four private schools in Davao City using a stratified sampling technique who enrolled in S.Y. 2024-2025. Mean, Pearson r, Linear Regression Analysis, and Medgraph using the Sobel z-test were used for the data analysis. Results revealed that motivation in English language learning was very high. Students' English language classroom anxiety was moderate, while strategy inventory for language learning was high. There was a significant negative relationship between motivation in English language learning and classroom anxiety, and a positive significant relationship between motivation in English language learning and strategy inventory. However, the positive relationship between strategy inventory and classroom anxiety was not statistically significant. Besides, Medgraph and Sobel z-test revealed that strategy inventory for language learning significantly mediated the relationship between motivation in English language learning and classroom anxiety; this analysis confirms a partial mediation. Therefore, some of the strategy inventory has a direct effect, but not all, on the relationship between motivation and classroom anxiety. This implies that motivation directly affects classroom anxiety even after accounting for the strategy inventory.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0106/a.php" alt="Hit counter" /></p>

Reading plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. Furthermore, ESL/EFL learners’ use of reading strategies can be affected by their learning motivation, which can result in the high or low frequent use of reading strategies in reading comprehension. The present study, therefore, investigated the motivation in English language learning and the use of reading strategies among English-majored freshmen at a university in Bac Lieu province, Vietnam. A questionnaire was used to collect data from 180 English-majored freshmen, six of whom took part in semi-structured interviews. The results showed that participants had a high level of motivation in English language learning, and their metacognitive strategies worked better with their reading comprehension than their cognitive and social/affective strategies. The study further unraveled that the more participants were motivated in English language learning, the more they employed metacognitive and cognitive strategies in reading comprehension.

Attitude revealed as a serious issue in foreign language learning. It is a way for someone to behave on a situation, whether like or dislike, good or bad, and positive or negative. This study investigates the EFL students’ attitude toward English language learning. This study aims to identify the students’ attitude toward English language learning in three aspects; they are behavior, cognitive and affective. A close-ended questionnaire was distributed to 10 students of post-graduate Program of Ahmad Dahlan University. Then, an interview was also conducted with three students as representatives from every aspect of attitude. The results of this qualitative study showed a positive attitude toward English language learning in three aspects; behavioral, cognitive, and affective. Furthermore, the result also showed the influence of attitude toward students’ achievement and motivation in English language learning.

A mass of studies has unfolded the accentuating role of motivation in promoting learning outcomes. However, those studies were focused on the quantified data exhibiting the significance of instrumental and integrative motivation without sufficiently delving into the impacts of these motivations. Thus, this study aimed to enhance the insights of the motivations’ role based on the learners’ perspectives. A qualitative approach was employed to examine the responses from 15 selected participants. Data was obtained from a one-on-one interview extracted from Gardner's Attitude/Motivation Test Battery (AMTB) and scrutinized using holistic and specifically focused analysis. The findings revealed that the two motivations aroused learning enjoyment, anxiety, earlier/regular exposures, and language habits. To some extent, integrative motivation promotes greater positive influences than instrumental motivation. Learners with integrative orientation were more regularly exposed to the language due to the internal desire to be directly engaged with the speaking group. Hence, they found learning more enjoyable and actively used it daily. In contrast, instrumentally motivated learners tended to be anxious as they were driven to attain external rewards and hardly enjoyed the learning process. They occasionally learned the language for a unique goal that lessened the language exposure. As a result, the integrative learners outperformed the instrumentally-oriented learners. However, the finding shows that both motivations should be synergized to expect better learning outcomes.

This study investigates the relationship between student motivation and English language proficiency among high school students. Drawing upon seminal and contemporary models of motivation, including Gardner's Socio-Educational Model, Dörnyei’s Process-Oriented Model and L2 Motivational Self System, as well as the Dynamic Systems Theory, this study underscores the role of motivation in language learning. A total of 450 students aged 16 to 18 completed a modified version of the Attitude/Motivation Test Battery (AMTB) and their English proficiency was assessed using the Test of English as a Foreign Language (TOEFL). The results indicated a strong positive correlation between motivation and English proficiency (r = .68, p < .001), substantiating the claim that high levels of motivation can contribute to improved language proficiency. This study reinforces the importance of fostering motivation in English language teaching and offers valuable insights for educators and researchers in the context of a rapidly evolving language learning landscape.

Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. Drawn upon semi-structured interviews and focus group discussions among students, this study sheds light on the significant impact of motivation in English language learning. Further, this study explores the lived experiences of students and the factors influencing their motivation in learning the English Language. Purposeful sampling was to select participants in the different courses of Quirino State University, Cabarroguis Campus, Philippines. The results revealed that the teacher's influence, enjoyment in learning, desire to learn, parental influence, and classroom environment were the factors influencing students' motivation in learning the English Language. Thus, this study suggests that teachers should be aware of these factors of inspiration in their classrooms and consider these as significant parts in developing an English Language Intervention Program to motivate the students and improve their proficiency in learning the English Language.

The purpose of this paper was to determine (1) the degree of students' motivation in English language learning and (2) the dominating motive between instrumental and integrative motivation in English language learning. This study was carried out at SMAN 1 Palopo. Mixed technique, which is mostly quantitative, was used, with a survey using an online Likert scale questionnaire administered to 31 respondents and five of them interviewed. The data has been evaluated quantitatively and statistically using the paired sample t-test and qualitative description. The questionnaire was examined according to the proportion of each response. To convert questionnaire data into percentages, the researcher multiplied the number of occurrences by 100 percent and then divided by the total number of respondents. The findings of this study reveal that SMAN 1 Palopo students have strong instrumental and integrative motivation, with a mean score of 4.12, when it comes to studying English. According to the results of the questionnaire survey, students' responses of agreement and strong agreement predominated, whereas responses of disagreement and severe disagreement did not occur considerably. The overall findings of the study indicate that students' English-learning motivation is mostly integrative. This indicates that students study English based on their initiative and desire to grasp and learn more about English culture.

This study investigates the impact of Information and Communication Technology (ICT) on students' learning motivation in English language learning at higher education institutions. As the digital era evolves, ICT plays a pivotal role in enhancing education by offering broader access to learning resources and promoting student engagement. The research focuses on how ICT usage influences learning motivation, particularly in English, where motivation is critical for academic and professional success. Data were collected from 30 students through questionnaires, measuring motivation levels before and after ICT implementation. Regression analysis revealed a significant positive relationship between ICT usage and learning motivation, with 54.4% of motivation variability explained by ICT use. The study found that ICT increased students' interest, active participation, and accessibility to learning materials. Despite its benefits, challenges such as unequal access to technology and varying digital literacy levels were identified. The study concludes with recommendations for improving ICT integration through training, infrastructure development, and continuous evaluation. These findings contribute to the understanding of ICT’s role in fostering motivation in English language learning, offering insights for educators and policymakers to design more effective learning environments.

Attitude revealed as a serious issue in foreign language learning. It is a way for someone to behave on a situation, whether like or dislike, good or bad, and positive or negative. This study investigates the EFL students’ attitude toward English language learning. This study aims to identify the students’ attitude toward English language learning in three aspects; they are behavior, cognitive and affective. A close-ended questionnaire was distributed to 10 students of post-graduate Program of Ahmad Dahlan University. Then, an interview was also conducted with three students as representatives from every aspect of attitude. The results of this qualitative study showed a positive attitude toward English language learning in three aspects; behavioral, cognitive, and affective. Furthermore, the result also showed the influence of attitude toward students’ achievement and motivation in English language learning.

Introduction: The practice of formative assessment and feedback to scaffold student learning in secondary school English classrooms is either neglected or underestimated in the literature. Purpose: This study reports how secondary English teachers reflect on their practice of formative assessment and feedback in English language teaching. It examines the nexus that teachers make between formative assessments and continuous feedback to promote students' learning. Method: A semi-structured interview was employed to investigate the teachers' implementation of formative assessment and strategies for giving feedback to students' English learning activities. Classroom observation explored how teachers provided immediate feedback to students' classroom activities. This article examines the data through Lajoie's scaffolding framework. Results: Findings indicate that teachers' continuous feedback to students' English learning activities and frequent language assessments have become effective in promoting students' English language learning. Despite the limited training they receive, teachers' motivation to learn innovative teaching techniques is crucial for connecting formative assessments with students' English language learning. Conclusion: The article aims to contribute to the practical understanding of the potentially significant roles of continuous feedback and formative assessment in foreign or second language teaching and learning. It further contributes to the ways the English language is taught in similar contexts.

Artificial intelligence has been transforming every field of life. It's critical to comprehend how artificial intelligence affects foreign language learning. Artificial intelligence can improve real-time feedback and individualized learning experiences, which may boost student motivation. The study assesses students' artificial intelligence literacy and English language learning motivation levels. Data were gathered through in-person surveys from 397 participants using the Artificial Intelligence Literacy and the English Language Learning Motivation Scales. The findings showed that English language learning motivation (65.02) and literacy in artificial intelligence (61.95) were above average. There were statistically significant positive correlations between total scores of English language learning motivation and artificial intelligence literacy (p < 0.01). These results imply that a greater motivation to learn English is related to a better level of artificial intelligence literacy. Also, incorporating artificial intelligence into language instruction can improve students' motivation and engagement. More research to examine other variables impacting this relationship is also needed. The results may offer insightful information to educators and legislators who seek to enhance artificial intelligence literacy and foreign language instruction in a quickly changing educational environment.

students' participation in classroom activities. The sample of the study has consisted of 80 teachers of ninth grade teachers of public schools from Sana'a city out of which 40 males and 40 females. Twenty schools out of 100 were chosen randomly from the public education. The study has focused on five dominos of activities, which are practiced in classroom. The dominos are teaching style, quality of teaching, kinds of decisions based on homework performance, classroom assessment and kinds of feedback based on assessment outcomes. The variables of the study were gender, age, educational qualifications and residence place (city and rural). The results of the study have indicated that the teachers play significant role towards enhancing students' participation in classroom activities due to teachers' gender in favors of females.

This study was undertaken to determine the role of Mathematics teacher towards enhancing students' participation in classroom activities. Eighty Mathematics teachers (40 males and 40 females) of public schools from Tafila city were involved in the study. Twenty schools out of 112 chosen randomly from the public schools of Tfila. The study focused on five domains of activities, which are practiced in classroom. The domains are teaching style, quality of teaching, kinds of decisions based on homework performance, classroom assessment and kinds of feedback based on assessment outcomes. The results of the study indicated that the teachers play significant role towards enhancing students' participation in classroom activities due to teachers' gender in favor of females.

The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students’ on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed.

The study explores the integration of Kahoot! within a flipped classroom approach at Junior High School in Samarinda, focusing on its impact on student involvement, motivation, and educational achievements in English language learning. The research employs a qualitative case study design involving first-grade students. Data collection methods include pre- and post-implementation surveys, semi-structured interviews, and observation. Thematic analysis analyzes the data, revealing insights into students’ experiences and perceptions. The study aims to contribute to both theoretical understanding and practical application of Kahoot! in language learning within a flipped classroom context. This study examines how Junior High School Samarinda uses Kahoot! in flipped classrooms, with an emphasis on how it affects student motivation, engagement, and academic performance when learning English. Data was gathered via surveys, interviews, and observations using a qualitative case study approach with students in first-grade students. The results showed that Kahoot! greatly raises student achievement and motivation, and average scores show a strong desire to use it. Although there are some technical difficulties and a learning curve, Kahoot! creates an engaging and dynamic learning environment that improves comprehension and retention of the content. The present study highlights the potential of Kahoot! to enhance academic results and suggests further investigation into creative pedagogical approaches that incorporate technology, like Kahoot!, to augment student involvement and the efficacy of instruction.