English Language Learning Motivation Research Articles

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

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.

The Effect of Applying Language Picture Books in Reciprocal Teaching on Students’ Language Learning Motivations

The research nature of this study is to examine the priority of English as a foreign language in many non-English speaking countries in the context of globalization with a focus on the importance of English for cross-linguistic communication and interpersonal communication. The research purpose is to understand the effects of language picture books applied to interactive teaching methods on English language learning motivation, learning performance, and language and reading ability of elementary school students in southern Taiwan. The research method used herein is an experimental design model. In total, 192 students in eight classes in Grade Six of two elementary schools in southern Taiwan, each with four classes of 24 students, who used the same picture book materials are taken as the research subjects for an experimental study. The research method includes the application of language picture books to interactive teaching methods, combined with a variety of teaching activities, to create a fun and enjoyable learning atmosphere. The study observes students’ active participation and learning performance in the classroom and evaluates the impacts of these activities on their learning motivation, language ability, and reading ability were evaluated. The findings of this study are as follows. 1) The use of the interactive teaching method with language picture books has a significant effect on students’ motivation to learn English, by observing students’ active participation in the classroom. 2) The English picture books inspire children’s curiosity and interest in reading, increase their motivation for English learning, and make them quite interested in reading. 3) The course incorporated a variety of teaching activities to create a happy learning atmosphere, so that students can continue to work toward their English learning goals after the course is over. We also present the conclusions and discussions based on the results in the hope that language picture books can develop students’ capacity for listening and concentration and contribute to the development and improvement of their language ability and reading ability.

Demotivating Factors for Saudi EFL Learners: A Comparative Study between Arts and Science Tracks Preparatory Year Programme Students

While several studies in L2 deal with motivation in English language learning, demotivation has recently become the focus of much research. Following Sakai and Kikuchi's (2009) theoretical framework, this study aims to investigate the demotivation factors that affect Saudi students learning English in the Preparatory Year Programme (PYP) at a Saudi university. The data were collected from a random sample of 221 university students from the Arts Track (103) and the Science Track (118). Quantitative and qualitative data were collected using a questionnaire with two open-ended questions and analysed using SPSS and content analysis. The results revealed that the main demotivating factor that affects both tracks is ‘experience of failure and test score’. In addition, there was no significant difference between the students on the Arts Track and the Science Track pertinent to factors such as: 'experiences of failure and test scores', 'class environment', and 'learning content and materials.' However, there was a significant difference between the two tracks related to 'teachers' competence and teaching styles', 'characteristics of the classroom' and students' 'lack of interest' factors. The study's findings may have broader implications because they suggest that teachers can significantly impact students' intrinsic motivation as they can motivate low-performing students and those who have failed. It also suggests that teachers should dissuade students from comparing themselves to their classmates, avoid making comparisons among students, and use more communicative language teaching methods. Saudi pre-service and in-service EFL instructors should be better prepared to identify the primary sources of their students' demotivation and provide solutions to improve the learning environment.

The Effectiveness of Scratch Coding Activities in English Language Learning

This study is aimed at examining the effectiveness of using Scratch Coding Activities (SCAs) in English Language Learning (ELL) to enhance computational thinking skills necessary for the twenty-first century and language growth, notably in reading comprehension. In addition, this paper discusses Pre-Service Teachers' (PSTs) interests and motivation in learning English through SCAs. The research was conducted in a higher education English for Young Learners (EYL) class. In this investigation, a quantitative study using frequency and percentage analysis was applied. There were 64 volunteers divided into two groups: control and experiment. The findings demonstrated that weaving SCAs in EYL class improved the students' language mastery, computational thinking skills, interests and motivation in ELL.

English learning motivation of ESL learners from ethnic, gender, and cultural perspectives in sustainable development goals

The aim of this study was to examine the English language learning motivation of Pakistani students by viewing ethnicity, gender, and culture because Pakistan is multi-ethnic and cultural country with wide dimensions. The study was examined with reference to UN directed 17 sustainable development goals, with special reference to Goal No 4 related to education. A sample of 602 participants from 39 Pakistani public and private sectors’ universities was taken as participants of this research. The research was done by adapting a questionnaire as a research tool, and L2 motivational self-system was taken as a theoretical framework. The collected data via questionnaire response was statistically analyzed by using SPSS 26 software. The results indicated that in Pakistan, all four types of internal motivational structure, i.e., immediate achievement, learning situation, intrinsic interest, and personal development, existed in students of English as second Language learners’ motivation. The highest value among the four factors of motivation was 2.57 in personal development factor, and the lowest mean value was in learning situations. There is no significant statistical variation among gender in all four types of motivational structures. In English learning motivation, urban students were comparatively higher motivated in all motivational internal factors. Furthermore, only Pathan and Kashmiri students had a significant variation, and the motivation of Pathan ethnicity was higher than Kashmiri in all motivational aspects. This research would be a useful insight for English teachers and students in an intracultural environment infused with ethnicity and multi-gender student population.

Role of Motivation in English Language Learning: An Evaluation of the Correlation Between Student Motivation and Proficiency in English

This study investigates the relationship between student motivation and English language proficiency among high school students. Drawing upon seminal and contemporary models of motivation, including Gardner's Socio-Educational Model, Dörnyei’s Process-Oriented Model and L2 Motivational Self System, as well as the Dynamic Systems Theory, this study underscores the role of motivation in language learning. A total of 450 students aged 16 to 18 completed a modified version of the Attitude/Motivation Test Battery (AMTB) and their English proficiency was assessed using the Test of English as a Foreign Language (TOEFL). The results indicated a strong positive correlation between motivation and English proficiency (r = .68, p < .001), substantiating the claim that high levels of motivation can contribute to improved language proficiency. This study reinforces the importance of fostering motivation in English language teaching and offers valuable insights for educators and researchers in the context of a rapidly evolving language learning landscape.

English Language Education in a Vocational School: A Qualitative Case Study

The purpose of this study was to provide a comprehensive understanding of Vocational School students’ experiences of learning English at a state university in Türkiye. After the application of a pre-survey which aimed to reveal the background of the students, four students took part in an interview about their English learning experiences in Vocational School. Interviews were also conducted with two instructors to obtain information about their perspectives of the Vocational School students’ English language learning motivation and process. Observations were also carried out in the real language classrooms. In data analysis categorical aggregation is used in order to have patterns in the qualitative data. The study unearthed the challenges that the students experienced in language learning process which were insufficient English background of students, their lack of motivation to general education, disregard to English education, and feeling of inferiority accompanied with low self-esteem. Furthermore, physical problems (students who are full or part-time workers), discontinuity in curriculum and limited lesson hours were also among the problems. The study implicated that information transmission which is still prevalent in lessons should be supported with other methods of teaching, the students need consciousness raising in terms of the place of English in their work life and some improvements are needed in the English curriculum.