Learning Beliefs Research Articles

Language learning beliefs, strategies, and attribution: A study of Chinese vocational students' in an EFL context

Language learning beliefs, strategies, and attribution: A study of Chinese vocational students' in an EFL context

Preservice teachers’ beliefs toward online learning and future teaching: Redesigning teacher training

Global health and political crisis lead to the development of educational practices. This study examined pre-service teachers’ beliefs concerning online learning and their future teaching in online environments. Seven hundred sixty four participants responded to online questionnaires at three points in time during the Covid-19 period. It was found that the average level of beliefs in readiness for future online learning and teaching is moderate. Whereas, the level of beliefs in online teaching is consistently high compared to beliefs in online learning. Three of the four components of the Dynamic Change of Personality Traits Theory (DCPT) showed higher levels of Pre Service Teacher (PST) beliefs in future online teaching than beliefs in their ability to learn online. Findings of this study propose that radical changes in learning environments impact the formation of beliefs. As beliefs contribute to the construction of motivation they must be acknowledge as essential for future teaching environments.

The role of teacher beliefs in teacher learning and practice: implications for meeting the needs of English learners/emergent bilinguals

Researchers generally agree that teachers’ beliefs influence their practice, but more research is needed on the relationship between teacher beliefs and their responsiveness to professional learning, especially among those serving diverse student populations. We examined the relationship between teachers’ beliefs, instructional practices, and student outcomes during the 2021–22 school year. Two California kindergarten teachers with high proportions of English Learners/emergent bilinguals collaborated with instructional coaches on an action research project designed to improve student engagement and oral language production during distance learning. Planning and debrief conversations revealed how teachers’ beliefs about student learning, and about the role of families and the teacher in supporting student learning, shaped the extent to which they adopted research-based practices, their differing student oral language and engagement results, and the emergence (or not) of a third space. The findings have implications for designing and carrying out effective teacher learning. We also contribute to the literature on the use of activity theory and third space to investigate teacher learning and its connection to instructional practice in classrooms serving culturally and linguistically diverse students.

Surveying Undergraduate Medical Students' Motivational Orientations and Learning Strategies in the First and Last Year of Medical School.

Motivation to learn has been linked to learning outcomes, academic performance, learner well-being, and choice of medical specialty. Previous studies showed successful educational interventions to optimize students' levels of motivation and learning strategies. The purposes of this study are (1) to describe undergraduate medical students' motivational orientations and learning strategies in the first and last year at a Canadian university and (2) to analyze possible differences between undergraduate medical students' motivational orientations and learning strategies in those two academic years. An online cross-sectional survey was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ). The survey was sent to a total of 207 first-year and 203 third-year students. We received a total of 58 surveys, 32 of them were complete and analyzed. The overall response rate was 14.1%. The internal consistency for all the scales varied from 0.61 to 0.904. The overall score for the survey was 4.97 on a 7-point scale for all students. Highest scales' scores were obtained for elaboration (mean 5.68) and learning beliefs (mean 5.64), with the lowest scores obtained for rehearsal (3.82) and test anxiety (3.94). The total scores did not differ by students' academic year (p = 0.764), except for the effort regulation scale in which first-year students scored higher (p = 0.01). The largest differences between first- and last-year students were found in effort regulation, where first-years scored higher (difference of 0.99), followed by peer learning (difference of - 0.51), and then test anxiety (- 0.36). Our results showed a sample of students that are highly motivated, mostly driven by intrinsic goals, and are confident that they will master the tasks given to them. They rely more on elaboration strategies building connections between new and prior information, and less in rehearsal strategies used for simple tasks and memorization. The MSLQ showed to be a reliable instrument in our sample, and it could be use as an instrument to identify students' adaptive changes to enhance students' motivation to learn. A portrayal of medical students' attitudes in learning could guide educators to develop instructional programs that would help students to optimize their own learning.

Teachers' Belief in Ethnomathematics-Based Numeracy Learning Scale: A Rasch Model Analysis

Teachers’ beliefs are a teacher's subjective perspective about teaching practices in the classroom, which influence the actions and decisions that will be taken in facilitating student learning activities. A scale can serve as an effective tool for assessing teachers' beliefs in ethnomathematics-based numeracy learning. This study aims to evaluate teachers' belief in ethnomathematics-based numeracy learning scale. The data analysis will employ the Rasch model and involve 75 mathematics teachers from junior high schools in Central Java. The teachers' belief in an ethnomathematics-based numeracy learning scale was initially subjected to content validation by three experts. The cumulative percentage outcomes are according to the four dimensions, namely teachers' beliefs about numeracy, teachers' beliefs about the role of ethnomathematics in numeracy learning, teachers' beliefs about ethnomathematics-based numeracy teaching, and teachers' beliefs about ethnomathematics-based numeracy learning, amount to 90.28% for a total of 20 items. Following this, the researchers utilized the Rasch model analysis to investigate teachers' belief in an ethnomathematics-based numeracy learning scale. The analysis involved the use of ten measurement features. Based on the results, it was deemed imperative to remove 30 individuals to maintain adherence to the predetermined criteria. Subsequently, the data obtained from the remaining 45 participants was analyzed using the Rasch model. The study of 20 teachers’ belief items yielded three items, necessitating the exclusion of the privacy construct. The results indicate that the 17 questions possess robustness, validity, and reliability, rendering them suitable for assessing teachers' beliefs in ethnomathematics-based numeracy learning.

Impact of English proficiency and self-efficacy on EMI content learning: a longitudinal study in Taiwan

Abstract In many countries, English-medium instruction (EMI) courses have become a requirement for universities to maintain their competitive global rankings. This study reports on a three-year EMI program in the Department of Mechanical Engineering at a national university in Taiwan. A total of 63 students participated in the study. Both quantitative and qualitative data were collected, including measures targeting students’ English proficiency, language learning beliefs, classroom anxiety, self-efficacy, content course grades, and interview data from four faculty members. The t-tests indicate that students’ English proficiency significantly improved from their freshman year to their sophomore year but then tapered off in their junior year. Multiple regression analyses show that students’ self-efficacy remained the strongest predictor of the content learning outcomes, overriding the English proficiency. Interview data show that, after navigating the initial language impact and adapting to the EMI environment, students were better able to focus on the content learning due to enhanced self-efficacy. The qualitative data provide enriched contexts to support the statistical findings, against the backdrop of the 2030 Bilingual Policy, initiated in 2018 by Taiwan’s National Development Council to build a bilingual society by 2030. Finally, pedagogical implications and future research endeavors are also discussed.

Year Five Pupils’ Perception Towards Higher Order Thinking Skills in Learning Mathematics

Higher-order thinking skills (HOTS) are the cognitive skills that mathematics should apply to fulfil current needs. Unfortunately, Mathematics achievement in Trends in International Mathematics and Science Study (TIMSS) has shown that the thinking ability of Malaysian pupils still needs improvement. Identifying pupils' perceptions of implementing HOTS in mathematics is essential. Thus, this study was conducted to determine Year Five pupils' perception towards implementing HOTS in terms of attitude, readiness and belief in Mathematics learning, as well as the differences in these three aspects based on gender. The survey study involved 142 Year Five pupils at a Sekolah Jenis Kebangsaan Cina (SJKC) in Johor Bahru district. The instrument used in this study is a questionnaire. The data was analysed using Statistical Package for Social Sciences (SPSS) software version 27. The descriptive statistical analysis results found that pupils’ perception towards HOTS in Mathematics in terms of Attitude and readiness are moderate. At the same time, pupils' perception towards HOTS in mathematics in terms of belief is high. The Mann-Whitney U test results found a significant difference in pupils’ attitudes towards HOTS in Mathematics based on gender. However, this study showed no significant difference in student’s readiness and belief towards HOTS in Mathematics based on gender. This study brings implications for educators in schools to realise the importance of modifying HOTS teaching practices by considering pupils’ perceptions.

The Relationship Between Learner Beliefs and Foreign Language Anxiety of Chinese EFL International Students

The research purpose of this study is to measure Chinese EFL (English as a Foreign Language) international students’ learner beliefs and foreign language anxiety and explore the underlying relationship between their beliefs and foreign language anxiety. The study found that learners’ beliefs about the difficulty of language learning are positively related to confidence about their English proficiency, and the more learners pay attention to linguistic accuracy, the higher their foreign language anxiety. When learners believe they can learn English well, their anxiety level could be low, and if they are anxious about English learning, they will adopt practicing methods to deal with their anxiety.

Year Five Pupils’ Perception Towards Higher Order Thinking Skills in Learning Mathematics

Higher-order thinking skills (HOTS) are the cognitive skills that mathematics should apply to fulfil current needs. Unfortunately, Mathematics achievement in Trends in International Mathematics and Science Study (TIMSS) has shown that the thinking ability of Malaysian pupils still needs improvement. Identifying pupils' perceptions of implementing HOTS in mathematics is essential. Thus, this study was conducted to determine Year Five pupils' perception towards implementing HOTS in terms of attitude, readiness and belief in Mathematics learning, as well as the differences in these three aspects based on gender. The survey study involved 142 Year Five pupils at a Sekolah Jenis Kebangsaan Cina (SJKC) in Johor Bahru district. The instrument used in this study is a questionnaire. The data was analysed using Statistical Package for Social Sciences (SPSS) software version 27. The descriptive statistical analysis results found that pupils’ perception towards HOTS in Mathematics in terms of Attitude and readiness are moderate. At the same time, pupils' perception towards HOTS in mathematics in terms of belief is high. The Mann-Whitney U test results found a significant difference in pupils’ attitudes towards HOTS in Mathematics based on gender. However, this study showed no significant difference in student’s readiness and belief towards HOTS in Mathematics based on gender. This study brings implications for educators in schools to realise the importance of modifying HOTS teaching practices by considering pupils’ perceptions.

English Language Learning Beliefs of Iranian High School Students

Language learning beliefs are considered to be an important factor influencing student learning outcomes. This mixed-methods research investigated English language learning beliefs of Iranian English language learners. Data were collected from 226 junior and senior male and female high school students using the Beliefs about Language Learning Inventory (BALLI) and semi-structured interviews. Participants reported strong beliefs in terms of ‘motivation and expectation’ and ‘foreign language aptitude’. First and third graders’ mean belief scores were statistically different across their ‘overall beliefs’, ‘foreign language aptitude’, and ‘motivation and expectations’. Moreover, although the overall gender differences were not statistically meaningful, significant differences were noticed with regards to beliefs about ‘difficulty of language learning’ and ‘foreign language aptitude’. The results underscore the hypothesis that changes in language learning beliefs happen due to learners’ stage of development, i.e. their grade. Further, certain misconceptions among high school learners were noticed about the role of aptitude and intelligence, error correction, and supremacy of learning certain forms of language. The implications are discussed with reference to language education and policy development.

From the Editor

[First part only] Dear Readers, Welcome to the first issue of our 28th Volume! This issue contains a “Special Issue” within it on “Between Indisposition and Perseverance: Disrupted Language Teacher Identities in Times of Uncertainty” ably edited by Hyunjin Jinna Kim and Huseyin Uysal. We hope that you will find it both informative and relevant to your own teaching context. In addition, this issue contains 8 feature articles. We offer our usual smörgåsbord for your reading pleasure, topics include learner autonomy, ChatGPT, sustainable development goals in global education, digital literacy, vocabulary knowledge for writing, speech pragmatics of hotel negotiations, migrant learners, and language learner beliefs. In order to make our articles useful to our global readership, we are strictly enforcing our policy that articles must be applicable to other contexts despite the research having been carried out in a single country. SCOPUS ranking improves. TESL-EJ’s ranking on the newly released 2024 version of scimagojr.com‘s SCOPUS listing has moved up to #253 from #267 out of the 312 journals in their Q1 “Linguistics and Language” category. We congratulate our editorial team, our contributors and you, the readers, for the steady improvement in our listing over the five years that we have been listed. Kudos. We are proud to say that past Review Editor, Ilka Kostka and our new Review Editor, Rachel Toncelli (see below) received the TESOL “Ron Chang Lee Award for Excellence in Classroom Technology,” while Huseyin Uysal, co-editor of the current Special Issue, received the “TESOL Leadership Mentoring Program Award” for 2024. Congratulations to all! Passages. Rachel Toncelli (Northeastern University) joins Dylan Burton on our Book Review Team. Dr. Toncelli was introduced by our former review editor and colleague, Ilka Kotska who co-authored the “On the Internet” article on ChatGPT in our November 2023 issue. We thank Behzad Mansouri for his long service to TESL-EJ as a co-editor, media review editor, special issue editor and special mentor to struggling authors. Behzad has now moved away from ELT, and is currently involved in a study of “community-engagement and leadership.” New book! We are pleased to announce another book publication, Tips for Writing Well: Research-Based Principles, by Scott Alkire. This volume contains 25 easy-to-read and easy-to-follow tips on effective academic writing. The topics range from how to find sources to improving your style to grammar and proofreading. It is free for download in PDF from this site. It will soon be available on Amazon in ebook and paperback formats. Our policy is that 100% of profits from this and all of our books go to supporting TESL-EJ’s mission to remain free from advertising, and free from subscription fees. Thank you for considering a purchase. Thanks to recent reviewers. We thank the reviewers of all submissions that had reached a decision since our last issue – regardless of whether the paper was accepted or declined. Thanks go to: Abdul Syahid, Adrian Leis, Ahmed Bashir, Andrias Susanto, Anh Ton-Nu, Aránzazu García-Pinar, Aurelio Vilbar, Azran Azmee Kafia, Baburam Upadhaya, Bao Trang Thi Nguyen, Betsy Gilliland, Boudjemaa Dendenne , Burak Senel, C-S Anna Chang, Chin Ee Loh, Cihat Atar, Claire Louise Rodway, Colin William Campbell, Dale Brown, Danial Babajani Azizi, Daron Benjamin Loo, David Berry, Eli Hinkel, Elisabet Murtisari, Emrah Cinkara, Eric Hagley, Fatemeh Ranjbaran, Flora Debora Floris, Frank Hermann, Gözde Balıkçı, Gina Paschalidou, Grant Eckstein, Ha Hoang, Hamid Bahador, Hjalmar Hernandez, I Putu Indra Kusuma, Ilka Kostka, Ismail Xodabande, Jofen Wu Han, Juland Salayo, Kathleen Eilers-crandall, Kuang Li, Kyle R. Van Horn, Larry Xethakis, Leonardo Veliz, Made Hery Santosa, Md. Didar Hossain, Meliha R Simsek, Michael Joseph Ennis, Minh Le, Mirjam Anugerahwati, Napak-on Sritrakarn, Nurkamilah, Omer Gokhan ULUM, Paul Mathieson, Penkhae Wongosuriya, Peter Ilic, Piyapong Laosrirattanachai, Rita Elaine Silver, Sachiko Nakamura, Shaun Manning, Shizuka Sakurai, Sophia Skoufaki, Theresa A Antes, Ufuk Atas, Valentin Werner, Vijayakumar Chintalapalli, Xiaoli YU, Xirui Cai, Yosefina Rosdiana Su and Zainurrahman. Another Special Issue production by Thomas Farrell is in the offing! Moving Forward With Reflective Practice in TESOL is now calling for contributions, to be published in the August 2025 issue. Best wishes, Thomas Robb, for the Editorial Team

A study of palestinian students’ perspectives on their willingness to communicate with foreigners in English

Willingness to communicate (WTC) in a foreign language (FL) has become one of the most important affective variables in the context of learning a foreign language including motivation, anxiety, learner beliefs, and many others. This study looks into the underlying causes of English students' propensity to speak English, particularly in higher education settings after the Covid-19 pandemic. The study also determines the WTC of college students in English classes. One thousand students who are presently enrolled in English programs at Palestinian universities constitute the study's participants. The study employed a descriptive research design: a questionnaire was used to collect the data, which were then analyzed using statistical analysis methods in the SPSS program. The findings of the study indicated that the two primary factors negatively affecting the WTC among English learners in Palestine's colleges and universities were personality traits and a lack of confidence in one's speaking abilities.

Are Professional Skills Learnable? Beliefs and Expectations Among Computing Graduates

Integrating graduate education with professional skills development is still a challenge. People's beliefs about learning impact their learning processes. Therefore, we need to understand the mindset of graduates to determine best practices for promoting professional skills development. In this study, we explore the perspective of computing graduates within an Engineering educational program. This study aims to answer the following research questions: Which skills do computing graduates perceive they need in the workplace, and how do they position themselves regarding these skills? What learning beliefs do computing graduates hold regarding the skills required in the workplace? The research team conducted semistructured interviews with computing graduates within an Engineering program to analyze their experiences. The interviews were analyzed using grounded theory. As a result, the participants viewed professional and technical skills as independent, with professional skills perceived as more relevant to work success. The participants considered themselves to possess these skills. Our findings identify four learning beliefs within a fixed and growth mindset: (1) An essential personal characteristic that context may influence; (2) a learning outcome determined by early experiences; (3) a learning process associated with informal learning experiences; and (4) a learning process associated with formal learning experiences. We acknowledge the differences in perception between alums and the industry regarding possessing essential professional skills. We also highlight the need to position these skills as learnable during lectures contributing to Computing and Engineering Education.

Dental Students' Satisfaction With Web-Based Learning During the Initial Phase of the COVID-19 Pandemic: Mixed Methods Study.

The COVID-19 pandemic has precipitated an accelerated shift in education, moving from traditional learning to web-based learning. This transition introduced a notable transactional distance (TD) between the instructors and learners. Although disease control and staff and students' safety are the top priorities during a pandemic, the successful delivery of education is equally crucial. However, the ramifications of this swift transition are particularly critical in the context of dental education. Dental education is inherently practice oriented, necessitating hands-on training and manual skills development, which poses unique challenges to distance learning approaches. This study aims to examine dental students' web-based learning satisfaction and experience of TD, investigate the predictors of web-based learning satisfaction, and explore the perceptions of students about the advantages and disadvantages of web-based learning. This study explored the factors associated with web-based learning satisfaction using TD theory during the transition to web-based education. Psychological factors that could influence satisfaction were adapted from the health belief model. We conducted a cross-sectional web-based survey of 345 dental students from 2 institutions in South Korea who were enrolled in the spring semester of 2020. Data were collected between July 8 and September 14, 2020. Qualitative analysis was used to examine responses to open-ended questions concerning perceptions of web-based learning. A multivariate hierarchical linear regression model was used to analyze the effects of student characteristics, TD, and psychological factors (ie, perceived risk of infection and efficacy belief of web-based learning) on web-based learning satisfaction. The average score for web-based learning satisfaction was 3.62 (SD 0.84), just above the midpoint of the possible range (1-5). Self-regulated learning (β=0.08; P=.046), learner-instructor interaction (β=0.08; P=.03), and learner-content interaction (β=0.64; P<.001) were associated with higher levels of satisfaction. Moreover, a significant association was revealed between high efficacy beliefs in web-based learning (β=0.20; P<.001) and satisfaction. Although the learning structure (synchronous vs asynchronous) did not exhibit a significant association with satisfaction, the qualitative analysis results revealed that each structure possesses distinct strengths and weaknesses. The students in synchronous learning (79/345, 22.9%) recognized heightened autonomy in the "learning environment" (19/79, 24%); however, technical issues (28/79, 35%) and reduced concentration (15/79, 19%) were identified as downsides. Conversely, the students in asynchronous settings (266/345, 77.1%) emphasized unlimited access to learning content (74/266, 27.8%) and the flexibility of "learning in preferred time" (69/266, 25.9%). Nevertheless, challenges, such as self-management difficulties (66/266, 24.8%) and limited interactions (55/266, 20.7%), were evident. The findings suggest that efforts to minimize TD, facilitating self-regulated learning and interaction among students and instructors, are critical for achieving web-based learning satisfaction. Moreover, establishing a common understanding among students regarding the necessity and efficacy of web-based learning during epidemics could enhance their satisfaction.

Beliefs About Language Learning among College of Teacher Education Students

The English language serves as the primary medium of instruction in our country’s education system, emphasizing the importance of understanding student beliefs in language learning. This study investigates the beliefs on language learning among College of Teacher Education (CTE) students within a non-sectarian institution in Davao City. The research encompasses an exploration of respondents’ demographic profiles and perceived levels of beliefs in language learning, focusing on experiences, behavior, confidence, strategies, and nature. Additionally, the study aims to identify any significant differences in the beliefs about language learning (BLL) levels among CTE students based on their profiles. Utilizing purposive sampling, the researchers employed a non-experimental quantitative research design, applying the comparative method to analyze the data. The results indicate a moderate level of belief about language learning among CTE students. Furthermore, the findings suggest that there is no significant difference in the students’ beliefs based on their year level. However, a notable difference is observed when considering their program affiliation.

Unveiling vocabulary teaching and learning beliefs of teachers and learners in an EFL context

Vocabulary is often considered as a key predictor of second language ability, and how teachers and learners’ beliefs and conceptualizations about vocabulary affect their teaching and learning has recently gained unprecedented momentum in the field of second language education. However, despite their importance, there is a paucity of research that has combined data from teachers and learners to illuminate their beliefs and conceptualizations. The main aim of this quantitative study is to combine data from English language teachers and learners to explore their beliefs and conceptualizations about vocabulary learning and knowledge. The study voluntarily recruited 113 learners and 91 teachers from a major Saudi university to fill out an online questionnaire. The findings revealed that both teachers and learners generally valued vocabulary on a par with grammar, listening, speaking, reading, and writing, and that both groups showed a general understanding of the basic components of word knowledge; however, their beliefs differed significantly. The results also indicated that despite showing an awareness of the role of textbooks and the incidental approach to vocabulary learning, there were significant differences in teachers and learners’ beliefs. The study concluded with a range of suggested implications, as well as suggestions for further studies on how to address the present lacunae in the field.

Learners’ beliefs about English language learning

Abstract This study explored the beliefs about English language learning demonstrated by Korean-speaking college students while sojourning in the United States. Adopting a contextual approach to learner beliefs, the study further examined the nature of changes in sojourners’ beliefs and what aspects of study abroad were related to such changes. To this end, the study drew on the participants’ accounts of their second language (L2) experiences in connection with different aspects of study abroad through episodic narrative interviews. A thematic analysis of the interview data suggests that sojourners’ beliefs about language learning are reminiscent of societal ideological structures and school or familial influences. During the sojourn, learner beliefs about L2 learning were reshaped by interactions with co-nationals and members of the host community as micro-level resources situated in the meso-level host program. Sojourners further demonstrated changes in their broad perspectives on what constitutes an in situ form of bilingualism in the sending and host countries.

University Students' Mindset and Effort Regulation Across the Domains of Nursing and English.

In this study, we examined and compared the beliefs of undergraduate nursing students at a healthcare-focused university in central Japan regarding their abilities to learn English and nursing and sustain effort in their studies. Specifically, the purposes of this research were to learn how Japanese nursing students' mindsets and effort regulation differed across the domains of English and nursing and to determine the extent to which mindsets can predict students' effort regulation in these domains. Data were collected through an online questionnaire (N = 132). We found that students' mindsets and effort regulation differed across the domains of English and nursing with no significant differences by year of study. Growth mindsets and effort regulation were significantly higher and fixed mindsets were significantly lower in nursing than in English. Mindsets in nursing were found to predict effort regulation in both nursing and English, but mindsets in English were found only to predict effort regulation in English. The findings offer valuable insights into the learning beliefs of Japanese nursing students and may provide ideas about how to better motivate nursing students in their studies. Furthermore, the study contributes to the understanding of how mindsets vary across domains and cultural contexts.

Understanding Anxiety, Self-Efficacy, and Motivation in Online English Learning

The present study, based on a cross-lagged panel design, was to examine the directionality of the relationships between anxiety, self-efficacy, and motivation in the context of online English learning. A total of 420 university students in China completed self-efficacy belief, motivation, and anxiety measures twice, eight months apart. The findings suggest that self-efficacy belief mediates the relationship between motivation and anxiety in online English learning, whereas anxiety mediates the relationship between self-efficacy belief and students’ motivation. The mediation models based on two times of data collection achieved a satisfactory fit. However, the second model demonstrated a better model fit, highlighting the importance of anxiety in the relationship between motivation and self-efficacy beliefs. Understanding the causes and effects of anxiety for students may lead to training and resource development that are important to maintaining students’ self-efficacy belief and motivation in online English learning.

Students’ Motivation in Using Quizizz for Assessment

This research aims to analyze the level of students' motivation and the differences in motivation components between male and female students in the academic year 2021. The researcher used the questionnaire as the instrumentation. The researcher used totally sampling to choose the sample. The sample of this research consists of 96 students which are from English education and non-English education study program at Universitas Negeri Padang. In this study, the researcher use quantitative descriptive research as the research design. There were six subcomponents of motivation in this research i.e. intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance, and task anxiety. The findings of the data analysis showed that students have high motivation levels. Females have a higher motivation level than males. It is shown by the mean score and the standard deviation.