Motivation, Autonomy, and Emotions in Foreign Language Learning: A Multi-Perspective Investigation in Hungary

In the study of second language learning, one of the most critical components is unveiling factors that impact on motivation in the classroom. Proficiency in foreign language learning is inextricably tied to motivation, in the understanding that proficiency may not take place if the learners are not strategically motivated. The effectiveness of an L2 learners’ growth may be dependent on various factors that affect motivation in the classroom. This study is an analysis of different factors that influence motivation in foreign language classroom. The study examined how different activities and situations influence the motivation of foreign language learners in the classroom. A total of 119 persons participated in the study, including high school teachers and their students. Questionnaire was used to collect the needed data, and data was analyzed using tables and graphs to discuss the factors that affect motivation in the classroom. Teaching strategy and style of learning, feedback, reward, group, class environment, technology, and punishment are the factors measured. The findings of the study indicate that teaching strategy and learning style exert huge impact on motivation, with over 39.50% of the response rate. This is closely followed by feedback and reward with about 19.32% and 12.60% respectively. The study further revealed that group has the least influence on motivation, with 2.52% value, which is lower than the impact of class environment that stands at 7.56%. It is concluded that both learners and teachers of foreign language accept that teaching strategy and learning style is the most significant factor that impacts on motivation. It is recommended for further studies to use larger study sample from different schools to explore these factors and ascertain their degree of impact on motivation in foreign language teaching and learning.

Motivation is one of the most important factors in foreign language teaching and learning. It can be defined as the driving force that stimulates and sustains an individual's behavior toward a particular goal or objective. Motivation is a complex construct that can be influenced by various factors, such as personality, cultural background, social environment, and personal experiences. It is essential for language teachers to recognize the importance of motivation in language learning and incorporate motivational strategies into their teaching practices. This can lead to more effective and efficient language learning and a greater sense of engagement and ownership over the learning process for learners. In this paper, we will explore the importance and intricate facets of motivation in foreign language teaching and learning, including the diverse motivational models, types and orientations, and how they affect language proficiency.

Intrinsic motivation in language learning is ideal to attain successful foreign language learning according to experts (Del Castillo, 2010; Gilakjani et al.,2010). In order to measure its impact at university level, this paper shows the results of a quantitative study conducted at KU Leuven during the academic year 2021-2022 on motivation in foreign language learning. A total of 479 students participated in a survey designed for this purpose. The methodology was based on a multivariate analysis using the statistical package SPSS v. 25. The research findings show that university students have essentially instrumental motivation for learning foreign languages (FL), which implies that their desire to acquire a second language (L2) is limited to practical purposes. On the other hand, the study has identified a representative segment of students, referred to as “incidental students”, who are characterised by not having any clear motivation (neither instrumental nor integrative) for FL. The results lead to recommendations for curricular adaptation to enhance intrinsic motivation in foreign language teaching and learning at university level.

A Cross-sectional Study of Relationship between Attitudes toward Foreign Language Learning and Academic Motivation

Motivation is one of the central determinants of foreign language learning achievement. The purpose of this paper is to help foster further understanding of motivation in foreign language learning. In particular several affective factors which are components of foreign language motivation will be described. These affective factors are categorized into three types: sources of motivation attitudes in learning and experiences of feeling. All of these factors are mutually influential and function cyclically. When these factors circulate smoothly motivation is well developed. Based on the cycle foreign language teachers can gain a better understanding of how they can increase students' motivation in order to achieve more effective teaching. 1. L2 motivation 1. 1 Definition of L2 motivation Motivation is a determinant in the effectiveness of second / foreign language(L2)learning. What L2 motivation is and its effects on L2 learning are intriguing to many researchers but not many clear definitions are given. Chambers(1999)stated the difficulty of defining 'motivation' as an SLA researcher.

The study aims to explore the roles of anxiety and motivation in foreign language learning. A total of 141 freshmen at a private university in south Taiwan served as subjects. The research instrument includes the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz, & Cope, 1986), Motivation/attitude about foreign language learning (Gardner, 1985), as well as two English scores of Taiwan College Entrance Exam (CEE) and National English Test of Proficiency All on the Web (NETPAW). All available data were processed by SPSS 16 (Statistical Package of Social Science). Findings show the two English scores of CEE and NETPAW, as well as motivation, attitude and motivational intensity are strongly correlated to one another. In addition, motivational intensity is related to score of NETPAW, but anxiety is the best predictor of students' score of NETPAW positively. It's expected that the findings can provide teachers with some hints for more effective foreign language teaching and learning by being aware of students' individual differences.

Foreign language learning is a complex and delicate psychological and cognitive process in which motivation plays an important role as the inner driving force to promote learners’ persistence and in-depth learning. Many Chinese and foreign researchers have conducted extensive research on the influence of learning motivation on foreign Language learning, especially in the field of Second Language (L2) learning. This paper reviews and synthesizes the relevant literature in recent years, comprehensively analyzes the key factors affecting foreign language learning motivation, and probes into the formation mechanism, maintenance motivation, and its specific impact on learning results. Through analysis, this paper reveals the difference between learners’ intrinsic motivation and extrinsic motivation under the influence of different social backgrounds and cultural factors and evaluates the motivation maintenance strategies in independent learning and foreign language teaching. This paper finds a significant positive correlation between foreign language learning motivation maintenance strategies and foreign language achievement. Learning interest, students’ attribution tendency, teachers’ quality and teaching methods, and learning tasks are indispensable in stimulating and maintaining learning motivation. The study also found a complex interaction between social needs, cultural identity, and motivation to learn foreign languages, which has important implications for foreign language education policymaking. The results show that to effectively improve the effectiveness of foreign language learning, educators should pay more attention to learners’ interests, needs, and social environment and provide personalized strategies for stimulating and maintaining learning motivation in combination with modern technological means.

The purpose of the present study is to investigate how children aged 4–6 perceive and are motivated by foreign language learning in kindergarten. The central part of the paper focuses on the tendencies and guidelines for the teaching and learning of foreign languages at the pre‐school level and on children’s motivation for foreign language learning. It also introduces the recent practice of foreign language learning in pre‐school situations in Slovenia. The data were collected from a non‐random sample of children who were learning foreign languages (English and German) within the Network Innovative Project. The research shows that the children were highly motivated by their learning of a foreign language, which was evident in their intrinsic motivation. The children expressed the need for playful activities. They liked to learn the target language because they were actively involved (e.g. talking, singing, playing, running, etc.), felt a sense of accomplishment and satisfaction after task completion, and expressed their foreign language knowledge. However, some children disliked learning the foreign language and mentioned some inconvenient factors that bothered them. The children perceived the need for a learning climate that offers a pleasant, safe, and supportive classroom atmosphere.

Foreign language learning motivation and the socioeconomic status of Czech lower secondary students: An analysis of mediating factors

Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features

Language teaching and learning today are dynamic processes that are marked with continuous interaction between the participants. Having employed adequate teaching methods, the lecturer can create a quality environment for teaching thus enabling students to be motivated, learn at an adequate pace and achieve the desired learning outcomes. Foreign language teaching and learning have been closely tied to using ICT tools in classrooms for many years, since using ICT tools generates motivation in students. Therefore, teachers usually integrate a wide array of tools into their lessons, ranging from audiovisual tools, interactive presentations, whiteboards, mobile applications etc. However, with the change of setting from the physical classroom to the online classroom in 2020, ICT tools have adopted an even more important role than they had in the traditional classroom: they have evolved from the means of facilitating the teaching and learning into the medium where teaching and learning take place. The aim of this paper is to explore how motivation and attitudes of students for learning foreign languages are shaped in a new synchronous virtual medium of teaching. To explore motivation and attitudes towards foreign language learning in a virtual classroom in great detail, in-depth interviews were conducted with a selected number of students who participated in a virtual Croatian Language and Culture course.

The article deals with the issues of students’ motivation for foreign language learning in non-linguistic universities. Motivation is regarded as a factor giving focus to educational activities, dynamic character and determinant of its success. The paper presents a theoretical analysis of methods to improve students’ motivation in learning foreign languages and results of the research carried out at the medical university. During the research we studied students’ foreign language level: knowledge and skills, willingness to learn a professional foreign language with the use of an interview and a placement computer test. A survey of the 1st year students in order to find out the motives for learning foreign languages with the help of a special questionnaire developed by us was conducted. Such diagnostics made it possible to obtain information about students’ level of motivation in foreign language learning, their initial level of proficiency, and understanding the purpose of learning foreign languages. To improve students’ motivation a model of professional foreign language communicative competence development in e-learning environment was designed and introduced into the educational process of the medical university. The content-procedural module of the presented model includes technologies of foreign language virtual communication: e-mail, webinars, videoconferencing, an LMS Moodle. The authors believe that the students’ motivation in foreign language learning is associated with the prospective personality development, namely the formation and development of professional competencies, mastering new knowledge and skills, getting experience.

Motivation has been considered one of the main contributing factors to academic success, particularly in foreign language learning classes where there is little contact with the target language community. This is because highly motivated students tend to be ready to learn and engage themselves in the lesson, which allows them to receive more input that will help them to succeed in language learning. Hence, motivation is regarded as an internal power that drives students’ abilities to perform well. However, it is worth noting that motivation in foreign language learning is complicated as every language student walks into the class with different levels of motivation, requiring teachers to be creative in designing the lesson to help them meet their needs and goals. This article discusses common types of motivation and their importance, as well as ways to sustain students’ motivation in language learning. The article concludes with a variety of classroom tips that can be useful in keeping students motivated in learning during the COVID-19 pandemic.

Demotivation is a common psychological phenomenon in foreign language learning. Having a good understanding of learners’ foreign language learning demotivation is conducive to enriching the fruits of psychological research on foreign language learning theoretically and practically by exploring effective ways to improve learners’ foreign language learning motivation. Therefore, this study entails an analysis of the selected literature from 2001 to 2021 to interpret the concept of foreign language learning demotivation, illustrate the research topics from the classification of demotivators and their relationships with other psychological factors, and fully describe the research methods and participants. Future research should expand theoretical perspectives, include more participants of different grades, and adopt multiple research methods.

Introduction: The motivational challenges faced by sport science graduates in foreign language learning are one of the focal points of research in this field. Foreign language learning is an important factor for sports science graduates. Because sport is an international field and requires communication, language skills are needed. However, lack of motivation affects the language learning process. Lack of motivation is an obstacle that sport sciences graduates face in foreign language learning. This situation leads to problems such as inattention, apathy and low level of success. The reasons for lack of motivation include difficulties in adapting to the requirements of language learning, lack of belief in language learning skills, lack of extrinsic motivation and difficulties in the language learning process. This is among the findings that sport science graduates are highly demotivated by the lack of knowledge to understand the advantages of language learning in their sport careers. Results: A supportive learning environment for sport sciences graduates should be provided and students are not given the opportunity to observe their progress in the language learning process. It is also among the results that the variety of learning materials and activities to increase motivation and the factors for interesting and interactive activities are not formed. It is among the results of the research that interactive methods that encourage active participation in language learning are not used. It is seen that participants in academic life do not work with real-life examples to improve their language skills. In addition, methods such as setting goals and tracking progress are not used by the participants for motivational purposes. Conclusion: It is a common problem that sport science graduates face a lack of motivation in foreign language learning. Various approaches such as awareness-raising activities, a supportive learning environment and interactive teaching strategies should be used to overcome this challenge. Increasing sport science graduates' motivation to learn a language has been shown to be a crucial factor for improving their language skills and expanding opportunities in their sport careers.