Abstract
<p>In a situation where life is insecure and the future seems to hang by a thread, motivating students to learn a second language that has no immediate need in their daily lives could be challenging. This article explores the motivation to learn English as a second language of students and the use of motivational strategies of English teachers in one state of Myanmar, which has undergone civil wars for more than seventy years. Sequential explanatory mixed-method research was employed to investigate this complex phenomenon. Questionnaires, classroom observations, and semi-structured interviews were used to collect the data. A pleasantly surprised finding showed that the students could still remain a certain level of motivation to learn English amidst great hardship and fear in everyday life. As for the teachers’ motivational strategies, most that were observed and reported did not tend to support students’ autonomy. The findings lend support to previous studies on the effects of unstable sociopolitical situations on students and teachers and highlight the needs for effective teacher trainings for pre-service and in-service teachers in such areas.</p>
Highlights
Unstable socio-political situations have been found to affect the learning of students
In a situation where life is insecure and the future seems to hang by a thread, motivating students to learn a second language that has no immediate need in their daily lives could be challenging
A pleasantly surprised finding showed that the students could still remain a certain level of motivation to learn English amidst great hardship and fear in everyday life
Summary
Unstable socio-political situations have been found to affect the learning of students. Students’ motivation for English learning and teachers’ use of motivational strategies in English classrooms in Jade Land was examined to explore how the unstable sociopolitical situation in the state had affected the students and the teachers. High school graduates did not pursue their higher education study due to the lack of opportunities to receive education in other states while the degrees granted by local institutions are not recognized (Awng, 2017; Lut, 2013) They could not find a job in Myanmar government controlled areas (Lut, 2013; South & Lall, 2016). Promoting the learning of English as a second language in Jade Land is challenging
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