English Language Learning Motivation Research Articles

Kahoot! in a flipped classroom: A case study at Junior High School in Samarinda

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.

Analysis of Students’ Motivation in Carrier-Based English Language Learning

This study analyzes the impact of Carrier-Based Learning (CBL) on students' motivation and language proficiency in English language learning. Grounded in Self-Determination Theory (SDT) and the concept of situated learning, CBL integrates career-relevant tasks into the learning process to enhance intrinsic motivation and practical language skills. The research examines how CBL fosters autonomy, competence, and relatedness among students, leading to increased engagement and deeper learning. A comprehensive literature review methodology was employed to synthesize findings from various studies, highlighting the benefits and challenges of implementing CBL. Results indicate that CBL significantly improves students' motivation and language proficiency by providing authentic, meaningful learning experiences. However, successful implementation requires adequate teacher training and innovative assessment methods. This study underscores the importance of aligning language education with real-world career demands to prepare students for future professional success. The findings offer valuable insights for educators and policymakers on effectively integrating CBL into language curricula, promoting both academic and professional growth.

Culturally Responsive Teaching Practices and Student Attitude Towards Learning the English Language in China

This study investigated the relationship between culturally responsive teaching practices and student attitudes towards learning English language among senior high school students in China. The study used a descriptive-comparative correlational design and a survey questionnaire to collect data from 491 students from five different schools. The study found that the level of culturally responsive teaching practices perceived by students was average and that there was no significant difference in the level of culturally responsive teaching practices based on the students' demographic factors. The study also found that the students had positive attitudes towards learning the English language and that there was a significant positive relationship between culturally responsive teaching practices and student attitudes. The study concluded that culturally responsive teaching practices can enhance student motivation and academic achievement in English language learning and recommended the development of professional development programs and curriculum materials that support culturally responsive teaching.The findings of culturally responsive teaching practices show that all measured dimensions-Diverse Teaching Practices, Cultural Engagement, Diverse Language Affirmation, Self-Efficacy, Outcome Expectations, and overall, Culturally Responsive Teaching Practices-are "evident". Among these, Diverse Teaching Practices and Diverse Language Affirmation have the highest values, indicating a strong presence in the educational setting.The findings of students' attitudes toward learning the English language reveal that all aspects measured are "very positive". The dimensions assessed include Attitude towards English Speakers, Integrative and Instrumental Orientation, Interest in English, Attitude towards English Class, and Attitude towards English Teacher. The highest mean score is observed for Attitude towards English Teacher, closely followed by Interest in English, indicating that students hold their teachers in high regard and have a strong interest in the language itself. Attitude towards English Speakers and Integrative and Instrumental Orientation both have the same level, reflecting very positive attitudes toward English-speaking individuals and the practical as well as intrinsic motivations for learning the language. Attitude towards English Class has a slightly lower but still very positive mean. Collectively, these findings suggest that students maintain a highly favorable attitude towards all aspects of learning English, which is crucial for fostering an effective and engaging learning environment.

THE EFFICACY OF GAMIFICATION AND ARTIFICIAL INTELLIGENCE IN ENHANCING THE MOTIVATION AND EFFICACY OF PRIMARY SCHOOL KIDS IN LEARNING ENGLISH

The current research investigates the influence of gamification and artificial intelligence (AI) on the motivation and efficacy of primary school students in acquiring English language skills. With the increasing prevalence of digital technologies in education, there is a growing need to explore innovative approaches that engage students and foster a positive learning environment. The study hypothesizes that the combination of gamification and AI will positively influence motivation and efficacy in English language learning. The study utilized a mixed-methods research approach, where an experimental group received English language teaching through gamified learning platforms enhanced by AI, while a control group received conventional tuition. The quantitative data obtained from pre- and post-assessments clearly showed that the experimental group shown greater levels of engagement, enjoyment, and intrinsic motivation, resulting in enhanced language proficiency outcomes in comparison to the control group. The qualitative analysis demonstrated that the experimental group experienced heightened self-assurance, a feeling of accomplishment, and a favorable disposition towards learning English. The utilization of gamification, along with the assistance of artificial intelligence, enabled customized learning experiences that were engaging and immersive, promoting motivation and active involvement. The results emphasize the possibility of combining gamification and AI in teaching English to primary school students to improve motivation and effectiveness, underscoring the significance of innovative methods in educational environments.

Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education

The integration of Augmented Reality (AR) in language learning has garnered attention in the field of education, yet its effectiveness in enhancing grammar proficiency among secondary school students remains relatively unexplored, especially given that previous research has predominantly focused on vocabulary acquisition at the primary and college levels. This study, based on a mixed-methods approach and convenience sampling, is aimed at assessing students’ attitudes toward the integration of technology (H1) in language learning and examining the impact of using AR on grammar learning (H2) and motivation (H3) among secondary education students. Employing a mixed-method approach and convenience sampling, the research involved 130 students aged 14 to 15 from two secondary schools, divided into an experimental group (n = 64) and a control group (n = 66). Both groups received instruction on English comparative and superlative forms and completed a variety of exercises. The control group followed a traditional approach using a printed handbook, while the experimental group engaged with an AR-based lesson containing equivalent grammar activities and vocabulary in a multimedia format. Pre and post-tests were administered to evaluate grammar proficiency, accompanied by pre and post-surveys. Semi-structured discussion was used for the qualitative data. The findings revealed a strong interest in integrating AR technology into grammar learning, underscored by a positive attitude toward its implementation in secondary education. However, no statistically significant differences were detected in grammar learning performance between the two student groups. These findings emphasize the importance of providing proper teacher training in secondary education to effectively utilize AR technology and highlight the need for further research to explore its effectiveness and long-term impact.

An Investigation into English-Majored Students’ Motivation in Speaking English

Educational psychologists are particularly interested in motivation because of its critical role in student learning. How students can be active in their learning would affect their outcomes during their educational journey. Thus, this study aims to explain types of motivation in language learning and then sheds light on how such motivation pushes and stimulates students in English speaking, concurrently digging deeper into influencing factors on students’ motivation. Findings from the survey questionnaire reveal that the students mainly have extrinsic and intrinsic motivations. This could be explained by the students’ focus on the requirements of jobs and the desire to experience new things. Besides, some factors that influence the students' motivation in English language learning include the learning environment, limited knowledge, and teachers’ pedagogical strategies. The semi-structured interview offers a deeper understanding of the students’ experience about how motivation affects their speaking skills as well as how some factors are suggested for higher motivation. Hence, enhancing English-majored students' proficiency, especially in speaking English fluently, is the final goal of the study. From such a vantage point, some motivational strategies are recommended for English-speaking classes for both majored students and non-majored ones.

Investigating the Impact of Social Media on Secondary School Students’ Motivation and Engagement in English Language Learning

Abstract: This study explores the potential of social media platforms, particularly Instagram and Twitter, to supplement traditional English language learning for secondary school students. It acknowledges the limitations of traditional methods in fostering real-world language use and seeks to investigate how social media can enhance student motivation and engagement with English outside the classroom. Employing a quantitative approach, the study surveyed 100 randomly selected male students in grades eleven and twelve from Al-Hassan Bin Hashim Post Basic School in Muscat, Oman. Participants, aged 16-17, were active users of either Instagram or Twitter. Data was collected through a questionnaire consisting of 10 closed-ended and 5 open-ended questions. The study found a positive student perception towards the utility of Instagram and Twitter for English language learning. However, students also acknowledged that social media, despite its potential, cannot replace traditional classroom instruction entirely

Demystifying the Indigenous College Students’ Learning of English as Determined by Their Language Learning Motivation

The study aimed to assess the motivation and proficiency of English language learning among indigenous college students at Kapalong College of Agriculture, Sciences and Technology in the Municipality of Kapalong, Davao del Norte. It employed a mixed-method approach using a convergent parallel design. The quantitative phase involved 202 students selected through complete enumeration, while the qualitative phase included 17 participants. Standardized questionnaires were used for the quantitative phase, and researcher-made questionnaires were utilized for the qualitative phase. The findings revealed a high level of motivation for language learning and proficiency in English among the respondents. Furthermore, the study found that language learning motivation significantly influences the English proficiency of indigenous college students. The qualitative analysis identified six themes related to the respondents' experiences in learning English, including enhancing communicative competence, various strategies, challenges encountered, intrinsic and extrinsic motivation, and barriers to learning English. Additionally, five themes emerged from participants' insights on the impact of English language learning motivation on their English proficiency, including external factors, benefits of motivation, aspirations, obstacles to growth and development, and facilitation of growth and development. Integrating quantitative and qualitative data resulted in a convergence of variables and phenomena describing students' English language learning experiences.

Unpacking Chinese young learners’ L2 learning motivation: Does CLIL make a difference?

AbstractThis study aimed to compare the English language learning motivation of two cohorts of Chinese primary school learners in a Content and Language Integrated Learning (CLIL) and a non‐CLIL instructional setting. A total of 270 learners from third, fourth and fifth grades in the CLIL programme (N = 184) and the non‐CLIL programme (N = 86) participated in this study. Data were collected through a young learners’ L2 motivation questionnaire. Results indicated that CLIL learners overall displayed a significantly higher level of L2 motivation than their non‐CLIL counterparts in the Ideal L2 Self domain and L2 Learning Experience. However, students in the non‐CLIL programme overall rated themselves higher in the Ought‐to L2 Self domain. When comparing L2 motivation levels between CLIL and non‐CLIL sub‐groups in different grades, we found that the non‐CLIL subsamples’ mean motivational scores witnessed a continuous decline with the increase of grade in the scales of Ideal L2 Self, Ought‐to L2 Self and Parental Expectations. Regarding Cultural Interest and L2 Learning Experience, CLIL students in both the fourth‐ and fifth‐grade cohorts exhibited a significantly higher level of motivation than their non‐CLIL peers. This study provides empirical evidence supporting the implementation of CLIL programme as a potential strategy to boost young learners’ motivation towards L2 learning.

Unleashing the Transformative Power: Nusantara Indigenous Folktales Framework Revolutionizing ESL Learning

Folktales are invaluable repositories of cultural heritage, reflecting the identity and values of indigenous communities while transmitting traditional knowledge. Serving as educational tools, they offer engaging resources for learners of all ages, contributing to education, language acquisition, and character development. Recognizing the importance of preserving intangible heritage, the Nusantara Indigenous Folktales Framework (NIFF) emerged from a collaborative effort between language specialists at Universiti Teknologi MARA Kedah in Malaysia and Universitas Merdeka Malang in Indonesia. This framework, employing a unified Edu-Tale approach, unites the Semai tribe from Malaysia and The Tengger tribe from Mount Bromo, Indonesia, aiming to preserve intangible heritage through formal education. To assess the impact of the Nusantara project on ESL learners, a questionnaire was distributed to 47 students actively participating in the initiative. The survey aimed to gather feedback on students' experiences with Nusantara folktales and their perceptions of the impact on overall motivation to learn English. Feedback from ESL learners was overwhelmingly positive, with students expressing enjoyment and acknowledging a significant enhancement of their overall motivation to learn English through engaging with Nusantara folktales. The Edu-Tale approach employed in the NIFF framework proved effective in creating a positive and impactful learning experience. The Nusantara Indigenous Folktales Framework demonstrates its potential as a transformative tool in ESL learning. Beyond its educational benefits, it fosters respect for intangible cultural heritage and raises awareness about the importance of safeguarding such valuable aspects of cultural identity. The positive feedback from students underscores the framework's effectiveness in enhancing motivation and engagement in English language learning.

Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning

During puberty, children experience an increased need for autonomy in all areas of their lives, including school. However, teachers use different levels of autonomy-supportive teaching strategies, which might have detrimental effects on students’ perceived competence and—building on self-determination theory—motivation to learn. In this preregistered study, we investigated whether students could buffer the negative impact of little perceived autonomy support in the English-language classroom on their perceived competence and, consequently, two motivational outcomes (grade aspirations, intrinsic motivation) by using non-academic English-language ICTs in their free time. We calculated several (moderated) mediation models with a Bayesian estimator, using data from N = 1288 Austrian secondary school students who answered three online questionnaires between May 2022 and April 2023. The results showed that perceived competence predicts both types of motivation and is influenced by students’ use of non-academic English-language ICTs. However, the effects of autonomy-supportive teaching strategies depend on which variables are included in the models. Our study therefore highlights the importance of examining several aspects of autonomy-supportive teaching and including variables from outside the school to represent the complex environment in which students’ motivation is shaped.

Pop Culture and English Language Learning Motivation among Ab-English Students

The study on Pop Culture and English Language Motivation was a descriptive correlational study conducted among the ninety-five (95) AB-English students at the University of Mindanao-Matina Campus, Davao City. This study aims to discover the prevalent relationship between the use of pop culture and English language learning motivation. Adopted questionnaires were utilized as a research instrument to gather the data, which were analyzed using mean, standard deviation, and Pearson's r correlation. The study also used total population sampling to select the number of respondents. Based on the findings, there is a high level of pop culture use, particularly on other media platforms, such as English cinema, music, and mobile phones. Moreover, AB-English students have a very high integrative and instrumental motivation to learn the language. Finally, the overall correlation for both variables suggest a moderate positive correlation with a threshold of 0.567, implying that learners with a high-level use of pop culture media are more likely to be integratively and instrumentally motivated to learn English, especially when using other media platforms, such as English cinema, music, and mobile phones.

Improving Students’ Motivation to Collaborate Using Instagram: An Action Research in SMAN 1 Depok Yogyakarta

This research aimed to show how Instagram could be used to improve students' motivation to collaborate and how discussing with friends could influence their motivation to be involved in collaborating. This research was conducted knowing that the students’ low motivation in collaboration impacted their activeness in class participation, work results, and low quality of social interactions. This study was classroom action research in two Grade 11 classes as the actual action sites. To collect the data, the researchers interviewed six students in both classes. The ARCS Model by Keller (2023) was used as a framework to answer the research questions: ‘How can Instagram be used to enhance students' collaboration motivation in an interactive online discussion forum? and ‘How can discussions with friends on social media influence student motivation and involvement in collaborative English language learning? The framework was chosen because it was designed to increase students' learning motivation and focused on attention, relevance, confidence, and satisfaction. This study found that Instagram could improve students’ motivation to collaborate in online discussion forums. Further, the platform transformed passive participants or shy students into active participants to were involved in class collaborations.

DAMPAK GAMIFIKASI DALAM PEMBELAJARAN BAHASA INGGRIS

Gamification, the incorporation of game elements into non-game contexts, has emerged as a promising strategy to enhance motivation and engagement in English language learning. This type of research is library research. The research results show that, the synthesis of theoretical insights, empirical findings, and instructional considerations highlights the importance of Gamification in English Language Learning. The significance of incorporating gaming aspects into language education is highlighted by the convergence of theoretical foundations, empirical data, and instructional design considerations

Gamifying Language Learning: Enhancing Primary School Student Engagement Through the Giant Snake and Ladder Board Game

This study addresses the ongoing challenge of maintaining student engagement and motivation in English language learning, particularly among primary school students. With traditional methods proving less effective in sustaining interest, this study aims to explore the impact of gamification on improving students’ engagement and language acquisition. Specifically, the research investigates how the integration of a giant Snake and Ladder game, focusing on vocabulary and grammar, influences students’ learning experiences. The study was conducted with 103 standard six students from a primary school in northern region, Malaysia who played the game in groups and completed a post-game survey. The survey included nine items that assessed the students’ experience and motivation, using a 3-point Likert scale (Disagree, Neutral, Agree). Descriptive statistics, including percentages, mean, and standard deviation, were used to analyse the data. The findings revealed that the majority of students reported enhanced motivation and a better understanding of English, with 76% agreeing that moving around as a token made the game more fun, and 67% stating they learned many new things. The study supports the notion that gamification, particularly through physical activities, can effectively foster engagement and improve language learning outcomes. The implications suggest that educators can integrate similar game-based approaches to enhance motivation and comprehension, especially in language subjects. However, future research should consider larger sample sizes and assess the long-term effects of gamified learning on language retention.

Factors Influencing Motivation in Korean Adults' English Language Learning

Factors Influencing Motivation in Korean Adults' English Language Learning

Unraveling Motivation in English Language Learning: Insights from Non-EFL University Students

Motivation plays a pivotal role in the success of second language acquisition, as indicated by numerous studies. While it has long been acknowledged that motivated learners tend to achieve better outcomes, various taxonomies have emerged to differentiate motivation types. The two widely recognized classifications are intrinsic/extrinsic and integrative/instrumental. This cross-sectional research aims to comprehensively discuss and analyze the four types of motivation exhibited by students at one of the private university in Indonesia enrolled in English for International Communication (TOEIC-based) classes. A structured questionnaire based on Gardner's Attitudes/Motivation Test Battery (AMTB) was utilized as the research instrument. The study spanned one year, during which students were exposed to a minimum of two TOEIC-based classes. The research sample, consisting of 446 students, was thoughtfully selected through purposive sampling techniques. This sample was further stratified, with 254 students drawn from the third-fourth semesters and 192 students from the fifth-sixth semesters. The findings, presented in numerical format, revealed that a majority of students demonstrated high levels of motivation across all motivation classifications. This research sheds light on the motivation dynamics of the students, providing valuable insights for educators and language learning practitioners.

Japanese Medical Students’ English Language Learning Motivation, Willingness to Communicate, and the Impact of the COVID-19 Pandemic

Japanese Medical Students’ English Language Learning Motivation, Willingness to Communicate, and the Impact of the COVID-19 Pandemic

Transformative Impacts of ICT-Based Gamification on English Language Teaching in Moroccan Education: A Quasi-Experimental Study

In response to the evolving demands of language education, especially within the context of Moroccan academia, this study investigates the integration of Information and Communication Technology (ICT)-Based gamification in English Language Teaching (ELT). With the growing need for English proficiency, educators and policymakers seek innovative strategies to enhance language instruction. This research, employing a robust quasi-experimental design, explores the impact of ICT-Based gamification on English language proficiency in Moroccan educational settings. Utilizing digital contexts such as mobile apps and online platforms, the study scrutinizes the practical implementation of gamified teaching methods, exemplified by tools like "Kahoot." A comparative analysis between a control group following traditional instruction and an experimental group immersed in ICT-based gamification forms the crux of this investigation, aiming to unveil its true effectiveness and transformative potential. The study's findings highlight the multifaceted benefits of ICT-based gamification, elucidating its impact on students' motivation, comprehension, achievements, and classroom behavior in English language learning. Beyond contributing to language teaching discourse, this study offers practical guidance for Moroccan educators and policymakers, presenting avenues to optimize English teaching methodologies within the dynamic, globalized digital educational landscape. In a world where linguistic competence and technological proficiency are integral, the seamless integration of ICT-based gamification emerges as a promising avenue to enhance English language understanding, elevate motivation, minimize disruptive behaviors, amplify learning outcomes, and reshape the pedagogical landscape in Moroccan education.

MOTIVASI DAN AKTIVITAS BELAJAR BAHASA INGGRIS MAHASISWAKEPERAWATAN TINGKAT IV DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPEWORDSQUARE

Using a cooperative learning model of the Word Square variety, the study sought to enhance the English language learning activities and motivation of nursing students at the Health Institute of DELI HUSADA Deli Tua Deli Serdang. The study took place in September and August of 2023. Thirty DELI HUSADA Deli Tua Class B Nursing Students, sixteen of whom were female and fourteen of whom were boy, comprised the samples for the academic year 2023–2024. The parameters of measurement were student motivation and learning activities. The results showed that student motivation had increased. Prior to the action, the average student motivation was 2.92 (medium category), but in the first cycle, it increased to 4.21 (high category). In the second cycle, students' motivation rose by an average of 4.56 points (high category). The average percentage of student learning activities increased in the first cycle category, where there was a sufficient amount of 669.95%. The average percentage for both categories in the second cycle was 84.45%.The study's findings suggest that using Word Type Square's Cooperative Learning Model to teach students can boost their enthusiasm and engagement in the classroom. in English classes at Class B of Nursing Students DELI HUSADA Deli Tua in Academic Year 2023/2024.