Language Learning Motivation Research Articles

The Attitude toward Teacher Digital Media in English Language Teaching

The increasing integration of digital media in education has opened new pathways for enhancing student engagement, particularly in English reading classes. This study aims to explore students' attitudes toward using digital media in reading lessons, focusing on its impact on motivation and accessibility in English language learning. Utilizing a descriptive qualitative approach, this research was conducted in a State Junior High School in Sleman, with data collected from ten students through interviews, observations, and questionnaires. The data were analyzed using thematic analysis to uncover recurring patterns related to student experiences with digital media. The findings reveal that students generally respond positively to digital media, appreciating its flexibility and access to diverse reading resources. Digital media facilitates engaging, interactive learning and enables students to study independently outside the classroom, breaking the limitations of time and space. The study concludes that digital media has significant potential to enhance motivation and foster a more inclusive, accessible learning environment. However, challenges remain regarding digital literacy and consistent technology access. Future research could explore the long-term impact of digital media on reading proficiency and strategies to support broader implementation in under-resourced schools.

Understanding Language Learning Motivation from a Dual Analytical Lens: Combining Activity Theory and Life Capital

AbstractSecond language (L2) motivation has long been regarded as one of the requisites for and predictors of success in L2 learning. The scholarship on L2 motivation has grown steadily over the past 60 years, yielding several theories through a range of methods. Building upon this tradition, this paper proposes a methodological contribution to the thriving L2 motivation research arena. Specifically, we suggest a new analytical approach which combines Activity Theory with the methodological lens of ‘life capital'. We illustrate this approach through an L2 learner's narrative, taken from a larger study, with a focus on their experience of learning English over thirteen years. We argue that adopting life capital as an additional analytical layer alongside Activity Theory not only allows us to tackle methodological challenges previously associated with Activity Theory, but also offers a more nuanced understanding of motivational trajectories in L2 learning.

Language Learning Motivation in Post-Secondary Courses: English, German, Spanish, Japanese, and Multilingualism

This study explores the motivational profiles of students enrolled in language courses at the post-secondary level, emphasizing the role of the ideal multilingual self. A sample of 280 learners across English, German, Spanish, and Japanese courses participated in the research. Drawing from the L2 Motivational Self System framework and integrating the concept of the ideal multilingual self, the study utilized a questionnaire to investigate the sources of language learning motivation. The findings revealed English and German as the predominant language choices, primarily influenced by external factors such as academic requirements and societal expectations. In contrast, learners engaged in less commonly taught languages, particularly Japanese, demonstrated heightened intrinsic motivation and a more explicit ideal multilingual self-concept. This trend highlights the significance of multilingualism in shaping learners' motivational profiles, with learners of less commonly taught languages expressing a stronger inclination towards linguistic versatility and proficiency. Moreover, the study revealed a positive correlation between speaking multiple languages and the aspiration for multilingualism, suggesting that learners with multilingual backgrounds are more inclined toward embracing linguistic diversity. These findings contribute to understanding the dynamic relationship between language choice, motivational factors, and the ideal multilingual self-concept in the context of post-secondary language education.

Differences in Second Language Learning Motivation

Differences in Second Language Learning Motivation

Incorporating Gamification in Second Language Learning: A Bibliometric Analysis

In the contemporary digital era, the utilization of gaming has emerged as a prevalent method for actively engaging students in the learning processes at various levels of academic curricula and within the broader educational community. This trend is particularly pronounced in English language teaching curricula, especially among learners whose mother tongue is not the English language. The judicious incorporation of gaming activities into courses pertaining to English as a second language (ESL) holds substantial promise for augmenting student learning, motivation, and knowledge acquisition across diverse disciplines. The present study conducts a bibliometric analysis focused on the utilization of gamification in ESL teaching and learning. The study's primary objective is to furnish a descriptive analysis of scholarly documents, authors, citations, and interconnections among authors. To achieve this objective, data extracted from the Scopus database are subjected to analysis. In addition to descriptive analyses, the extracted data undergo scrutiny using the VOSviewer software, facilitating the discernment of visual representations encompassing authors' interconnections, keywords connectedness and clusters indicative of research topics within the examined scholarly landscape. Using bibliometric analysis techniques, our investigation of the citation relationships among 61 publications has successfully identified two predominant themes influenced by gamification: language learning and student motivation. The discernible evidence of a rising number of publications focusing on gamification and ESL within the examined literature highlights the growing significance of this intersection. This study holds practical implications for serious game designers, English language educators, and educational institutions.

Implementation of Direct Correction Technique in Improving Students’ Motivation towards Arabic Language Learning at MTs Muhammadiyah Pasui

Direct correction technique is part of the evaluation method that has an important role in improving language mastery, and has implications for increasing student motivation. This study aims to analyse whether Direct correction can increase students’ learning motivation in Arabic language learning with the object of research at Islamic Junior High School (MTs) Muhammadiyah Pasui. Then there are two problem formulations. First, what are the factors or obstacles that affect Arabic language learning at MTs Muhammadiyah Pasui. Second, how Direct correction increases the motivation of learning Arabic vocabulary of MTs Muhammadiyah Pasui students’. To answer the research problem, this research uses a descriptive Quantitative method with data collection methods using interviews and questionnaires. The analysis technique uses validity test and reliability test. This study concluded that first, students’ obstacles in learning are influenced by the lack of mufradat vocabulary and the majority of students’ have difficulty in reading the Qur'an, which has an impact on their inability to identify letters. Second, students’ lack of interest is influenced by students’ low level of understanding of the material, with the application of Direct correction teachers can measure students’ level of understanding and students’ can immediately correct mistakes after evaluation activities. Third, with the application of Direct correction the teacher is able to foster student learning motivation, the indicators are that students’ are active in learning, students’ pay more attention to learning, students’ become more excited and feel facilitated.

A Correlational Study on Openness to Experience Trait, Attitude and SLA Proficiency of Chinese Undergraduate Students Based on Socio- educational Model: A Research Proposal

This study took a comprehensive approach to investigate the correlation between personality traits (openness to experience), attitudes towards second language acquisition (SLA), and SLA ability among Chinese undergraduate EFL students. The study utilized the Big-Five personality test, attitude questionnaire, and speaking interviews with 35 participants, ensuring a thorough exploration of the subject. Based on socio-educational model, the study found a strong correlation between

Chinese heritage language motivation: a study of motivation development in a multicultural context.

This study investigated motivation of Chinese heritage language (CHL) learners with diverse Chinese language backgrounds at an American university. Using a mixed-methods design, it examined the factors that motivated CHL learners to enroll in Chinese courses and continue their studies. The Study explored interactions that enhanced the learning experience and self identity development. A survey was conducted, followed by individual interviews. The results identified five motivation factors significantly correlated to the ideal L2 self, which functions as an anchor. The ideal L2 self was the strongest predictor of intended effort via positive attitude. The classroom-related experience was another significant predictor of intended effort. Interview data highlighted the dynamic interplay between sociocultural contexts and learner-environment interactions which provokes motivation development and strengthens identity reconstruction and future self-guides. In the process, the learner continuously constructs and consolidates the identity as "Chinese" relating to family and culture. Lastly, the anti-ought-to L2 self, characterized by reactions to "others," emerged in dynamic interactions between learners and contexts. This motive inspired the learner to continuously develop the possible self and gain positive learning experiences.

Language Teaching and Curricular Practices: A Comprehensive Literature Review

Language teaching has evolved over the decades, driven by advancements in educational theories and the growing need for learners to communicate effectively in a globalized world. Curricular practices in language education have shifted from traditional grammar-based approaches to more communicative and task-oriented models. However, the implementation of these curricula varies across different contexts, raising questions about their effectiveness and adaptability. This comprehensive literature review aims to analyze the current trends, challenges, and best practices in language teaching and curriculum design. By synthesizing findings from empirical studies, the review examines how various curricular approaches impact language proficiency, learner engagement, and teaching methodologies. The study also explores the role of institutional support and teacher training in facilitating successful language education reforms. The review finds that communicative and task-based curricula significantly improve language proficiency and learner motivation. However, successful implementation requires adequate teacher preparation, appropriate resource allocation, and flexibility in curriculum design. Additionally, challenges such as cultural differences, institutional rigidity, and assessment practices can hinder the effectiveness of innovative curricular models. In conclusion, while communicative and task-based approaches show promise, their success is highly context-dependent. Future research should focus on developing adaptable curriculum models that accommodate diverse educational settings and explore long-term outcomes of these approaches.

A Comprehensive Review of Communicative Language Teaching (CLT) in Modern Classrooms

Communicative Language Teaching (CLT) has become a dominant methodology in language education, emphasizing interaction and practical communication skills over traditional grammar-focused approaches. With the increasing need for language learners to develop real-world communicative competence, CLT has been widely adopted in modern classrooms across various educational contexts. However, its implementation faces challenges such as cultural differences, teacher preparedness, and institutional constraints. This comprehensive review aims to evaluate the effectiveness and challenges of CLT in contemporary language teaching settings. This study uses a systematic review methodology, analyzing research articles, case studies, and reports published in the last two decades. The review focuses on both qualitative and quantitative studies that assess CLT’s impact on language proficiency, learner motivation, and classroom engagement. It also explores barriers to successful CLT implementation, including teacher training and resource limitations. The findings suggest that CLT has a significant positive impact on learners’ communicative competence and motivation, especially in immersive environments. However, the success of CLT varies depending on the classroom context, cultural backgrounds, and teacher expertise. Moreover, while CLT fosters a more interactive learning experience, challenges such as inadequate teacher training and a lack of suitable materials often hinder its full potential. In conclusion, CLT remains an effective approach to language teaching, but its success is contingent on overcoming implementation barriers. Further research is needed to address these challenges and to explore how CLT can be adapted to different learning environments.

The Socio-Educational Model: An Evidence-Based Re-evaluation

Abstract The socio-educational model suggests that social milieu influences individual characteristics, which in turn affect engagement in learning contexts, ultimately impacting linguistic and non-linguistic outcomes. Operationalized representations of the model tend to focus on relations among integrativeness, attitudes to the learning situation, motivation, language anxiety, and language achievement. While objections to the model exist, recent work has challenged their persuasiveness, and as such, it seems appropriate to re-evaluate the model using new data to elucidate its continuing utility in understanding second language outcomes. The objective of this study was therefore to measure the levels of the aforementioned constructs in an international sample and to determine the degree to which they covaried as predicted by the model. A structural equation modelling study of 278 Malaysian high school students studying English compulsorily in national secondary schools in Malaysia found substantial levels of model constructs and statistically significant relationships between them, implying the model’s potential ongoing utility. Implications for second language learning theorization, educational policy, curriculum design, teaching strategies, global language learning contexts, and further research are explored.

Metacognition, Self-efficacy Belief, Language Learning Motivation, and Perceived Progress in Online English Learning: A Cross-lagged Analysis

Metacognition, Self-efficacy Belief, Language Learning Motivation, and Perceived Progress in Online English Learning: A Cross-lagged Analysis

Saudi (EFL) Learners’ Attitudes Toward Google Sites E-portfolio Systems in Relation to Their Language Learning Motivation

Electronic portfolios have emerged as an essential element of e-learning systems in the Saudi educational system, particularly in higher education. Google Sites e-portfolios enable prompt sharing of assignments and foster reflection and collaboration among students and instructors. The aim of this study is to investigate Saudi female EFL students’ attitudes toward the Google Sites e-portfolio system in relation to language learning motivation. The sample comprised 138 EFL female Saudi students. The participants were enrolled in an English advanced course and were required to submit an e-portfolio as part of a course assessment. A quantitative research approach was employed. Data were collected through questionnaires. Descriptive statistics, means, standard deviation, and correlation were conducted. The study revealed that the learners showed positive attitudes toward the ease of use of Google’s e-portfolio system. Furthermore, they perceived it as a valuable tool, recognizing its usefulness in facilitating timely submissions, effective feedback, and reflective learning. The study also found a positive correlation between learners’ attitudes toward the system and their language learning motivation; a stronger correlation was observed for instrumental motivation. The study highlighted the significant educational value of Google e-portfolios and indicated possibilities for educators to enhance learners’ experiences by tackling current obstacles and promoting motivation. Educators should encourage the use of the Google Sites e-portfolio system for reflective practices and highlight its useful features. They should also focus on students’ language learning motivation, which affects attitudes toward technology implementation. Educational institutions should enhance students’ comprehension of the system through focused instruction, workshops, and peer assistance.

Alternative Teaching Strategies in Learning Filipino Language among Dominant English Speakers

Alternative teaching strategies employed by grade school teachers were important in enhancing motivation in learning the Filipino language among students with dominant English language use at home. This qualitative research study explored these alternative strategies and their effects on the language learning motivation of the target student population. The study aimed to achieve two key objectives: (1) to identify the specific alternative teaching strategies utilized by Filipino teachers to enhance the motivation of English-dominant students in learning the Filipino language, and (2) to determine the effects of these alternative teaching strategies on the language learning motivation of the target student population. The findings of the study highlighted several effective alternative teaching strategies, including: the emphasis on the “Filipino word of the day” to enhance vocabulary acquisition and language proficiency; the incorporation of language games that integrated communication skills with learning, fostering more engaging and practical language experiences; the implementation of role-play activities to allow students to immerse themselves in real-life scenarios, enhancing their understanding and retention of language concepts; and the promotion of continuous exposure to the Filipino language in various contexts to solidify learning and improve practical application. The study also examined the effects of these alternative teaching strategies on the language learning motivation of English-dominant students. The results indicated that strategies such as encouraging language use outside the classroom, promoting engagement in reading activities, and incorporating student self-assessment and feedback had significantly improved students’ motivation, engagement, and overall language proficiency. The findings contributed to the existing body of knowledge on language education and offered recommendations for teachers to effectively motivate English-dominant students through the implementation of alternative teaching strategies.

Pengaruh nilai ujian nasional, kedisiplinan, dan motivasi belajar terhadap hasil belajar bahasa Indonesia siswa SMP di Kecamatan Pandak

Background: Indonesian as a subject is not only important in academic aspects, but also plays a role that is influenced by external and internal factors, external factors such as National Examination scores, internal factors such as discipline and motivation to learn. Purpose: This study was conducted to determine the influence of the Indonesian Language National Examination Score, discipline, and learning motivation on the learning outcomes of Indonesian Language students in junior high schools throughout Pandak District. Method: The research is survey research with cross-sectional method. The population in this study were 658 grade VIII junior high school students in Pandak District, including SMP Negeri 1 Pandak, SMP Negeri 2 Pandak, SMP Negeri 3 Pandak, SMP Negeri 4 Pandak, and SMP "17" Pandak, while the research sample consisted of 228 respondents determined using proportional random sampling. The data analysis used was multiple linear regression analysis. Findings: The results of the multiple linear regression test found that variable X1 had a positive and significant partial effect on variable Y, based on rxy (0.325). Variable X2 had a positive and significant partial effect on variable Y based on the rxy value (0.206). Variable X3 had a positive and significant partial effect on variable Y based on the rxy value (0.211). The Indonesian National Examination Score, discipline, and learning motivation have a positive and significant effect simultaneously on the learning outcomes of Indonesian language in junior high schools in Pandak District, Bantul, Special Region of Yogyakarta based on the F count value (14, 558). The form of influence is positive, namely there is a tendency that is directly proportional between the independent variables and the dependent variables.

Students’ Cognitive, Affective, and Behavioural Perceptions of the Quizizz Towards Their Grammar Skills in a Business English Training Class at PT. Xl Axiata Tbk. Jakarta

This study explored students’ perceptions of the Quizizz platform in a Business English training class at PT. XL Axiata Tbk. in Jakarta. To promote effective language learning, especially in a Business English training class, a dynamic and engaging teaching approach is essential. Traditional methods such as lectures and exercises often lack the enthusiasm necessary to actively involve students in the learning process. In incorporating game-based elements like rewards, rivalries, and instant feedback, gamification provides a potential solution to increase engagement and improve learning outcomes. The study utilized a mixed-methods design, gathering data through questionnaires, interviews, and documentation analysis. The sample included 47 students from a Business English training class at PT XL Axiata Tbk. Jakarta. The results showed that Quizizz, as a gamification platform, enhances student engagement and motivation in language learning and underscores the potential of gamification in language instruction, particularly within the context of a Business English training class.

Learner perceptions of a national CLIL innovation in foreign languages in the Republic of Ireland (5474)

This paper describes a Content and Language Integrated Learning (CLIL) curriculum innovation to improve motivation in language learning undertaken in the Republic of Ireland through a national pilot in transition year (TY) in 2021–2023 for learners aged 15–16. Here we extract data from part of an empirical evaluation study focussing on the research question, what are learner perceptions of learning through CLIL approaches in a national pilot module? A CLIL module on the theme of Fair Trade based on geographical and mathematical skills and content was taught through either French, German, Italian or Spanish. Models varied between schools—most undertook the module by teaching two to three lessons per week within a six-eight week period. A minority taught through this approach throughout the year. Results are presented from learner focus groups in three diverse school contexts and an online learner questionnaire drawn from all participating learners in these schools. Group discussions were recorded and transcribed. Thematic analysis was undertaken based on the Process Motivation Model for investigating CLIL in the classroom (PMM). Analysis and discussion include the positive impact on a large majority of learners and practical implications around the nature of learning a linear school subject in TY. Lessons learned include the need to extend this innovation to the wider curriculum, and the need for further professional learning for teachers. Constraints due to the nature of TY year and the module are acknowledged.

FROM EFL TO EMI: A CASE OF THAI INTERNATIONAL STUDENTS’ L2 LEARNING MOTIVATION AND ENGAGEMENT IN CHINA

This study aims to explore Thai international students’ attitudes towards teaching approaches maximizing their second language (L2) learning motivation and engagement and the motivating and demotivating factors influencing their L2 learning experiences during the transition from EFL to EMI contexts. The participants, selected by the purposive sampling method, were five senior Business English major undergraduates in southern Thailand who were enrolled as international students in a Chinese multilingual university for two semesters. Semi-structured interviews were employed, and qualitative data was inductively analyzed using thematic analysis. The findings indicated that all participants felt motivated and engaged to take the English for International Business and Trade course within the field of Content and Language Integrated Learning (CLIL) in the EMI Business Program. They tended to sustain their intended effort to complete communicative-based tasks and term projects related to their future professional goals, acquire specialized business knowledge, and develop digital literacy skills. Despite experiencing fluctuating motivation and transitional challenges, they reported their native-speaker teacher helped them reduce their constraints regarding English language use by editing their writing tasks and presentation scripts. Furthermore, they developed their English language proficiency, L2 self-confidence, and intercultural competence. These findings illuminate several factors influencing the student sojourners’ L2 learning motivation and engagement in EMI settings. The study sheds light on the pedagogical implications of implementing practical courses and developing the instructional quality of the curriculum in internationalized higher education institutions.

Digital Literacy in Saudi Tertiary EFL Context: Perspectives of Students and Potentials for Listening Skills

Technology is regarded as a vital aspect in modern society, revolutionising various fields. Consequently, evolutionary knowledge and skills raise in this paradigm, referred to as digital literacy. The necessity to reveal the influence in EFL, English as a foreign language, context is fundamental. The exploration seeks to examine digital literacy perspectives of 117 Saudi undergraduate EFL learners enrolled in English Language and Translation bachelor’s programme at a Saudi university. It also scrutinises the prospects for improving English listening skills. To achieve the exploration objectives, mixed-method approach is integrated via adopted questionnaires from scholarly work (Mudra, 2020; Najmi & Navaee Lavasani, 2021; Ng; 2012a; Ng; 2012b; Yukselir & Yuvayapan, 2019) with minor adjustments. Findings demonstrate EFL learners’ confidence to their digital literacy skills. They reveal high confidence to solving technical difficulties; conversely, the least positive positioning denotes towards literacy to web relevant activities. Findings advocate for the benefits of listening skills, especially for pronunciation and vocabulary improvement, authentic materials for learning, language learning motivation, and access to entertaining educational materials. The exploration serves endeavour to subsequent academic and pedagogical implementations.

‘Learning German is like … ’: how learner representations, motivational beliefs, and perceptions of public views relate to motivation for continuing German study

ABSTRACT In England, motivation for language learning is low, especially for learning German at high school, with potentially negative educational and societal implications. Previous research has tended to overlook the relevance for low motivation of social factors such as negative messages in public discourse (Krüsemann, H. 2018. Language learning motivation and the discursive representations of German, the Germans, and Germany in UK school settings and the press. PhD diss., University of Reading.). This study therefore aimed to provide deeper insights through an investigation of 391 adolescent learners. They completed a questionnaire exploring not only their representations of German and the Germans (German*), their motivational beliefs about learning German, and whether they intended to continue studying it, but also how they perceived public views about German*. Whether all these factors, together with gender and socio-economic status (SES), predicted future German study intentions was also investigated. Findings showed that the negative public views highlighted by previous research were only partly mirrored in learner representations. Learners were more likely to continue German study if they believed others viewed German positively, if they had higher expectations for success, saw German as personally meaningful, and were female and of higher SES. The study thus presents new insights into motivation for learning German, providing empirical evidence for previously unsubstantiated claims of links between public discourse messages and learner motivation for German study.