English Language Learning Motivation Research Articles

ENGLISH LANGUAGE LEARNING MOTIVATION OF THAI STUDENTS OF LANTARATPRACHAUTIT SCHOOL

Various factors influence students' motivation to learn a foreign language. As a country that has never been invaded by other countries and in which Thai is the official language and English is the only foreign language taught in schools, the study of students' motivation to learn English is worthwhile researching. The goal of this study was to find out what motivated students to learn English and how that desire manifested in classroom activities. Qualitative case study was employed in this study. Three data gathering procedures were used to acquire data i.e. questionnaire, observation, and semi-structured interview. To determine their motivation, 17 fifth-grade pupils at Lantaratprachautit School in Thailand were recruited to fill out a closed-ended questionnaire which was adapted from Gardner's Attitude/Motivation Test Battery (AMTB). Three students with varying levels of motivation were observed in order to determine how motivation was reflected in the English classroom. In addition, to triangulate the data in this study, a semi-structured interview was undertaken. The majority of the participants were assessed as having poor motivation, which was consistent with their classroom engagement. Finally, students' interest and participation in classroom activities in the English teaching-learning process represented their motivation in English language learning.

Voices from within: Students’ lived experiences on English language anxiety

<span>Recent developments in language studies showed a great need for effective communication in a globalized world. The participants' language anxiety data was collected using a qualitative research design with phenomenology as the topic of inquiry. To acquire information, focus group discussion was utilized to investigate the factors influencing the anxiety of students in learning the English language. Additionally, the study involved 24 students from Quirino State University in the Philippines' Colleges of Education, Arts & Sciences, Criminology, Engineering, Hospitality Management, Business Administration, Computing Sciences, and Midwifery. The participants were selected using purposive sampling. Findings of the study showed that teacher factor, inability to express ideas, lack of confidence, fear of committing mistakes and negative comments, family factor, fear of English classes, and lack of vocabulary/ideas were the factors that greatly influenced the anxiety of students in learning the English language. Owing to the results of the study, it is recommended that instructors/professors should be aware of the presence of these anxiety-inducing factors in the classrooms and create an environment in which students can feel more at ease in English classes by employing a variety of strategies that allow learners to express themselves and maintain motivation in English language learning.</span>

The Correlates of Language Learning Motivation of Senior High School Students

This study aimed to determine the significant relationship between the constructivist learning environment management skills and creativity-fostering behaviours of language teachers to the English language learning motivation of senior high school students. It used the quantitative method and employed a correlation research design. A stratified random sampling technique was applied in gathering data among 319 senior high school students from the schools which are in Davao del Sur. Findings revealed that in the constructivist learning environment, management skills, learning, and teaching was the dominant skill manifested by the teachers, followed by time usage and assessment, while the relation establishment was the lowest skill manifested. Moreover, in the creativity-fostering behaviours, integration was the highest indicator manifested, followed by independence and the question. Furthermore, the highest level of English language learning motivation was in the external regulation followed by intrinsic motivation and introjected regulation. Finally, constructivist learning environment management skills and creativity- fostering behaviours of language teachers significantly predict students' English language learning motivation.

Thai EFL Undergraduate Students’ Attitudes and Their Effects on English Language Learning Motivation

Thai EFL Undergraduate Students’ Attitudes and Their Effects on English Language Learning Motivation

A Comparative Study of L2 Motivation of English and Chinese Languages using Dörnyei's L2 Motivational Self System Framework at University Level Students

The objective of this study is to find out the contribution of Dörnyei’s L2 motivational self-system framework for English and Chinese language learning motivation. It has been used as a conceptual model to find the motivation level of language learners. The study was conducted using the quantitative research approach. The sample comprised 100 English language learners and 100 Chinese language learners belonging to the public institutes of Dist. Lahore. Data was collected using two quantitative survey questionnaires. One questionnaire was used for the learners of the English language, and the other one was used for the learners of the Chinese language. The analysis of the data was done through SPSS software to find the answers to the study. The findings revealed that “L2 learning experience and Ideal L2 self” are the significant contributors to English language learning motivation rather than “ought to L2 self”. In contrary to that, “Ideal L2 self”, “ought to l2 self," and “L2 learning experience” is not the strongest contributor of Chinese language learning as compared to the English language. The findings recommend that students’ motivation can be enhanced by teaching quality of language learning centers and associated teachers should utilize various motivational techniques such as “ideal L2 self, ought toL2 self and L2 learning experience” to inspire their students to learn English and Chinese language effectively.

University Students’ Perceptions of Motivation, Attitude, and Self-Efficacy in Online English Language Learning

The study examines university students’ perceptions of their motivation, attitude, and self-efficacy in online English proficiency classes. Existing research indicate that these individual differences directly affect learning especially during the period of online instructions; as students may suffer from the feeling of isolation and loneliness, being far away from an immediate learning community. A set of questionnaire score was created from the adaptation of five existing surveys to measure the individual differences. It was distributed to 270 participants via convenient sampling at a university in Malaysia. The results of this study demonstrate the students’ perception of a strong self-efficacy of their digital and technical ability in managing, completing, and submitting English language tasks via online medium. Relatedly, students perceive a high positive attitude and decent motivation for online English learning. Furthermore, the students demonstrate a preference for a synchronous session, which is linked to forming a community of learners as an academic support system. The findings are discussed in relation to human factors and pedagogy. It considers students’ needs for engaging sessions, and teachers’ limitations in creating content while emphasising creative and fun language activities.

The Impact of Training by Augmented Reality Technology on Creative Thinking and English-Language Learning Motivation of Students

This study aims to investigate the impact of training by Augmented Reality technology (AR) on Creative Thinking (CT) and English language Learning Motivation (LM) among nine middle-school female students. The objective here is purely practical and a semi-experimental method is employed along with control and experimental groups. The case consisting of two groups of 30 people (test and control) were chosen by multi-stage cluster sampling method. AR technology was tested for English lesson learning for the test group, while conventional methods were provided for the control group. Data collection tools were used to collected data from A) the AR technology for the English lessons being held in 8 sessions of 60 minutes, B) Welch standard CT questionnaires, and C) the learning motivation, as propounded by Kashif et al. The statistical analysis results indicated that education by the AR technology had a positive and significant impact on the LM, especially on such components as learning facilities, family support and participation, peer influence, student personality, and student CT.

Role of Motivation in English Language Learning: A Real Challenge

One of the most important Laws of Learning is the Law of Readiness. It is a big challenge for the teachers to kindle a strong desire in pupils to learn English Language swiftly which is not their Native Language. Motivation plays a very important role in the process of learning a Language. Intrinsic Motivation is a kind of motivation that comes from inside. Extrinsic Motivation emanates from external pressures such as essential for job or any other obligation. The differential success of ESL learner proffers us to examine the strategies utilized by successful Language Learners. The teachers can help students improve their performance laying more focus on learning strategies which proved fruitful. Language teachers can effectively teach by virtue of developing interest in students for Language Learning. Passion is very key to Motivation. Passion establishes a link between intrinsic goals and aspirations. Successful Language Learning can be achieved by means of passion. The role of ELT teacher is to devise ways and means to connect to this Passion. Learners need quality instruction, feedback, interaction and chance to have progress and to maintain Motivation for Language Learning as well. A good instructor must utilize the sources of Intrinsic Motivation to establish a connection with Extrinsic factors that can be brought to a classroom setting. It is also very significant for instructors to identify student’s motives and needs etc and thereby evolving proper motivational strategies. Motivation may erode during designing a Language course. The Teachers have to bear in mind that Learners differ in interest expectations from one another.

English language learning motivation of students at the Sapientia Hungarian University of Transylvania in Miercurea Ciuc

Aim. The present research aims to explore the English language learning motivation of students at the Sapientia University, Faculty of Economics, Socio-Human Sciences and Engineering, Miercurea-Ciuc (Csíkszereda). Method. 103 students took part in the exploratory research where an online questionnaire containing 50 statements was used to find out students’ motivations to learn English, focusing on seven different motivational factors (instrumentality, desire to become a global citizen, ideal foreign language self, desire for self-satisfaction, attitudes towards learning English, cultural integration and ought-to foreign language self). Results and conclusion. Results show that instrumental motivation has a strong effect on the surveyed students as they are highly motivated by the idea of getting a well-paying job with the help of their English language knowledge. Moreover, we also found out that participant students do not want to integrate within a native English-speaking community; they do not want to speak the language as native speakers, they rather aim to become global citizens with English. Cognitive value. The results of this exploratory research might offer valuable insight into students’ language learning motivation. Therefore, the study might be helpful for university teachers to have detailed information and a clearer picture of their students’ language learning motivations.

The Role of Motivation in English Language Learning: A Qualitative Study

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.

Learning objectives and environments: How do they affect students’ motivation in English language learning?

This study aims to unravel what foremost students learning objectives and expected learning environment as well as to investigate how these two aspects might affect learning motivation. Both quantitative and qualitative research approaches were applied, and the data were collected from questionnaires and interviews. The questionnaire was distributed to 122 students, and the interview session covered eight students. Data from the questionnaire showed that 64.5% of students responded to ‘always’ for future job opportunities, 43.4% for understanding journals, 36.9 for scholarly needs, 36.9% for English as a prestigious language, around 36.2% for becoming a lecturer, 29% for going abroad, and 28.1% for parents’ suggestion. Regarding the learning environments, it was discovered that 67.7% of students responded as ‘strongly agreed’ for teachers should be friendly, 52.9% for opportunities to express opinions, 52.5% for various teaching activities materials, and about 41% for the use of L1 (Indonesian language) in teaching. Moreover, the study showed that learning objectives affect motivation because English was believed for a better future opportunity, for academic requirements such as understanding journals, and for passing standardized test regulation. It was furthermore considered as prestigious and valued for the economy, learned to know its interesting cultures, deemed an attractive language through teachers’ modeling, opened more overseas opportunities as to it is an international language, and parents saw it as a ‘blessing’ to learn. The study also explained that learning environments were influenced by teachers’ personality, teaching methods and materials, and an expectation of a ubiquitous language.

Online English Language Learning Motivation and Self-Regulation of Korean University Students

This study examines the latent factors surrounding motivation and self-regulation in an online English language class, focusing specifically on Korean college students. Three-hundred and forty-two freshmen from diverse majors participated in this study, which utilized a background questionnaire, the Online English Learning Motivation (OELM) scale, and the Online Self-Regulated English Learning (OSEL) scale. Exploratory factor analysis was employed and confirmed a strong validity and reliability for both scales. The findings also revealed that underlying factors from the OELM include expectations for learning English, intrinsic/extrinsic motivation towards English learning, cultural interests in English-speaking countries, and grade-relevant motivation. Latent factors from the OSEL contain goal setting and learning strategy use, learning environment and learning styles, help seeking, and time management. Based on the results, this study offers insights and suggestions to improve online English pedagogy.

Comparative Study of English Language Learning Motivation of Senior High School Students in Rural and Urban Contexts of Ibarra and Atuntaqui

The teaching and learning of a foreign language (FL) is undoubtedly a complex process that involves many factors to achieve a high degree of development by students. These factors range from students' linguistic skills, cultural socio-economic elements of educational institutions and the methodologies used by teachers. The field of foreign language research has found a recurrent factor which can greatly influence the learners' second language achievement or foreign language acquisition, this pivotal factor is motivation. This study is aimed to compare English language learning motivation in urban and rural high school contexts. The sample included students from 16-18 years old. This study took a quantitative approach using a cross-sectional analysis with an exploratory scope. Descriptive statistics were used to determine the relationship between motivation in English language learning and urban or rural context. Utilizing Dörnyei's second language (L2) Motivational Self System as the theoretical framework, for this study, sections from 4 validated questionnaires were utilized. The results showed there is no marked and regular numerical difference for the variables studied. However, throughout the discussion, there were some significant differences in certain variables, so that the particularities represented by them can lead to important conclusions. These outcomes allow having greater clarity about the importance of contextualizing the English language as a foreign language teaching in both settings to improve the motivation of the students in the process.

Students’ cognitive engagement during emergency remote teaching: Evidence from the Indonesian EFL milieu

The Covid-19 pandemic has influenced various dimensions of higher education systems globally, including English language learning. To illustrate, the pedagogical practices should be altered from face-to-face to online modes. This move affects students' learning engagement, notably cognitive engagement. Although myriad studies have focused on probing students' cognitive engagement, little is known about how students engage cognitively during emergency remote teaching (ERT). To fill this void, this study investigated students' cognitive engagement in English language learning activities in an ERT environment. Sixty students from three Indonesian higher educational institutions were involved as participants. The data were collected through a semi-structured interview and analyzed with thematic analysis (Braun & Clarke, 2006). The findings revealed that students, (1) deploying metacognitive language learning strategies, (2) possessing self-regulated learning, (3) designating English language learning motivation, (4) showcasing critical thinking as a manifestation of students’ cognitive engagement, and (5) connecting teaching materials to the students’ daily life. The implications of this study call for emphasizing students’ English language learning needs and teachers’ continuous professional development.

English language learning motivation of sports exchange students

One of the benefits from students exchange program is to learn a foreign language. In the Faculty of Sports Science, UNNES, most students going abroad all-around Southeast Asia which English is the medium of instruction between countries. Thus, the exchange program were likely helped to motivate them to learn English. However, limited studies have discussed the English learning motivation of students who have been studying abroad. This study aims to explain the students’ motivation to learn English after being exposed to the exchange experience. The study explains their motivation in two domains: intrinsic and extrinsic motivation. It is descriptive quantitative research with a set of questionnaires as the primary source of data supported by interviews as the secondary data. The subjects of this study are 37 students from 4 majors; sports science (12), public health (11), physical education (7), and coaching education (7) which consisted of 20 females and 17 males, under the Faculty of Sports Science, UNNES who experienced the exchange programs between 2018-2019. The study found that personal belief on the importance of English to upgrade self-capacity, followed by practical practice of independent study to upgrade English performance, are the intrinsic motivational factors embraced by the exchange students. Furthermore, the exchange students’ view of the importance of English for their future career and the positive opinion from their environment on the people who can speak English have extrinsically motivated them to learn English. Future study needs to involve bigger participants by comparing those exchange and non-exchange students and examine the role of motivation toward the student's learning performance.

ENGLISH-MAJORED STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE LEARNING AND THEIR USE OF READING STRATEGIES: RESEARCH PERSPECTIVES

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.

Motivation and Motivational Intensity in English Language Learning of Thai Undergraduates in the English for International Communication Program

This study aimed to compare motivation and motivational intensity levels in English language learning of Thai undergraduates majoring in English for International Communication (EIC). The target population was 40 fourth-year EIC students of the academic year 2018 at Rajamangala University of Technology Lanna, Chiang Mai, Thailand. The questionnaire used for collecting the data was adapted from Gardner (1985). It consisted of 30 items: 20 five-point rating scale items regarding instrumental and integrative motivations and ten three-subscale of motivational intensity. The data were analyzed in the forms of descriptive analysis for percentages, means, and standard deviations. The results revealed that both motivation types were at a high level, while instrumental motivations were slightly higher than those of integrative motivation (x=4.25 and x=4.01, respectively). The investigation also demonstrated that the students had a moderate level of motivational intensity. Based on the findings, implications for English language teaching strategies, teaching methods, and learning activities were discussed to enhance students’ motivation and motivational intensity and develop the EIC curriculum.

INTERNATIONAL POSTURE, INTEGRATIVENESS AND L2 MOTIVATION IN THE SERBIAN EFL CONTEXT

In line with globalization, the development of bicultural identities and the emergence of English as a world language, the notion of “World English identity” or “international posture” has emerged, defined as the concept of English language separated from its native communities and cultures. As a means of explaining how an individual tends to relate oneself to the global community rather than any particular geographical or cultural entity, international posture has been regarded as an alternative to the notion of integrativeness or an interest in learning a foreign language in order to identify with a specific language community. Previous research has demonstrated that the lack of identification with native speakers and their cultures is an important motivating factor for English language learners in various contexts. The aim of the study is to determine which factor is a more significant predictor of English language learning motivation, international posture or integrativeness, in Serbia, that is, in the context with limited contact with the target language community. For this purpose, we conducted a survey with non-English major university students. The method of data collection involved a questionnaire survey aimed at examining the students’ international posture, integrativeness and their English language learning motivation. The results indicated that both international posture and integrativeness are predictors of the participants’ motivation for English language learning, while the concept of international posture proved to be a more significant source of the learners’ motivation. The present findings provide important insights into the nature of L2 motivation of the participants, thus carrying some pedagogical implications.

English Language Learning Motivation among Students in QiLu University of Technology in China

The difficulty of learning English is very obvious in non-Native English-speaking countries. China has a long history Chinese language culture. Chinese students are deeply influenced by their mother tongue. They are influenced by the educational system, Chinese language environment and English motivation. These factors lead to poor English learning results for Chinese students. This article studies the influence factors of English learning motivation in QiLu University of Technology freshmen's English learning. It uses the questionnaire survey to the Likert scale. Through the survey data and the use of statistical measurement method, it analyzes QiLu University of Technology freshmen's English learning motivation. Then the paper explores the influence of Qi Lu industrial university freshman English learning motivation. The study found that the Qi Lu industrial university freshman English learning motivation level is low. The low level of English learning motivation in English learning effects is small. The family socio-economic status of the respondents did not influence their motivation of English language learning. The respondents’ exposure influencing their motivation of English language learning. In view of this situation, this study provides strategies for college freshmen to improve their English learning motivation and provides theoretical basis for Chinese college students to better learn English.

“A study of relationship between motivation and self regulated learning processes in english language learning”

English language in India is a lot more than just an official language. It has been the language of ‘diplomacy, higher administration, higher education, superior judiciary and Information technology. Students learn better English if they control their learning and learn a language in a positive manner with a better utilization purpose, thus achieving higher social status. Learning that happens through desire, satisfaction and self-generated behavioral willfulness systematically oriented towards attainment of their higher goals and help the subjects to acquire, store and transform new knowledge and information effectively and efficiently. The present study tries to find out a relationship between motivation and self-regulated learning process and ELL. The objective of the study is to find out the relationship between motivational and SRLP in ELL of secondary school students. For this study, the investigator has taken a survey method with correlation design and selected 400 students of both government and private schools including boys and girls. For investigation, researcher constructed a self-made tool; motivation scale and a self-regulated learning process 5 point scale and administered on students. In order to analyze the data, the methods of central tendency put in use were mean, Standard deviation and coefficient of correlation. The results of the study show that there is a significant correlation between motivation and Self-regulated Learning Process in English Language Learning.