English Learning Motivation Research Articles

THE USE OF KAHOOT! IN INCREASING THE MOTIVATION OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS IN ENGLISH LANGUAGE LEARNING

The Malaysian Ministry of Education has ensured equality of education for pupils with special educational needs (SEN) in learning English in schools. Despite the passing years and a significant investment in teaching the English language, there are still several pupils who have not yet reached a high level of language proficiency. The purpose of this study is to explore the extent of the use of the Kahoot! application! contribute to motivating SEN in learning English. The study used a quasi-experimental design. Plus, quantitative and qualitative methods are used in the study. Fourteen SEN pupils from Sekolah Kebangsaan Paya Rumput, Melaka were selected as sample studies through purposeful sampling techniques. Data collection procedures are implemented with the permission of the Education Policy Planning and Research Division (eRAS) and study schools. Next, pre-test and post-test as well as teaching using the Kahoot! module conducted after a pilot study was conducted at the study site. In the data analysis, the data obtained from the post-test is compared with the results of the pre-test to identify the level of SEN achievement. Followed, the qualitative feedback was analyzed thematically to determine the level of motivation of the treatment group in learning English. Therefore, the results of the pre-test and post-test are used to identify the level of SEN's motivation in learning English. The results show that the motivation level of SEN is high with the use of Kahoot! in learning.

The Effects of Blooket oThe Effects of Blooket on Motivation in Learning English among First-Year Non-English Majors at A University in Ho Chi Minh Cityn Motivation in Learning English among First-Year Non-English Majors at A University in Ho Chi Minh City

This study reviews Blooket's impacts on 51 non-English major university students' vocabulary and reading skills through their intrinsic and extrinsic motivation in comparing when teachers use traditional and technological methods in teaching based on Ryan and Deci's self-determination framework (2020). The research conducted by Shliakhtina et al. (2023) has indicated that old-fashioned approaches, like the Grammar Translation Method with appropriate teacher support, can also enhance students' motivation. However, students sometimes need more support learning vocabulary and reading skills because it is a learned-by-heart process. The study gathered data on students' motivation levels when exposed to different teaching approaches by conducting action research. This data can help identify the effectiveness of Blooket in enhancing students' intrinsic and extrinsic motivation, according to the research of Tran (2022) and Thu & Dan (2023). The results indicate that incorporating elements of extrinsic motivation, such as points or badges within Blooket, also contributes to overall motivation. Students may feel a sense of achievement and be further motivated to participate actively in language learning activities. The interactive nature of Blooket, along with its ability to create a supportive learning environment, fosters a sense of learning and self-awareness among learners. This, in turn, allows students to understand their strengths and weaknesses and take ownership of their learning process.

Examining motivation and self‐regulated online learning strategy model: A measurement invariance analysis among college students in China during COVID‐19

AbstractThe present study aimed to evaluate the psychometric properties and measurement invariance of the motivated and self‐regulation strategies for online learning (MSSOL) instrument. Data were collected from a sample of 1100 college students from a Chinese university. Factor analysis revealed favorable psychometric properties of the MSSOL. Furthermore, strong evidence was found to support the configural, metric, scalar, and strict invariance across gender groups, indicating the appropriate utilization of the MSSOL in accurately assessing online English learning motivation and self‐regulated learning (SRL) strategies among Chinese college students of both genders. This study represents a significant advancement in the measurement of motivation and SRL in the context of online English as a Foreign Language (EFL) instruction, particularly in light of the ongoing COVID‐19 pandemic. Implications for future research are discussed.

An Analysis of Students’ Obstacles in Learning English for Grade VIII Students at SMP Negeri 1 Selesai

This research explores the obstacles faced by students at SMP Negeri 1 SELESAI in learning English, particularly in reading. The study was conducted through preliminary analysis and a questionnaire, revealing a strong preference among students for topics related to the internet and entertainment, which might distract them from focusing on reading English materials. The research also revealed that students prefer to learn in groups rather than individually, suggesting a strong influence of peer interactions. Despite the high interest in English, students still face numerous obstacles in their learning process, including a lack of understanding about word distribution and pronoun usage in English, and difficulty in understanding and interpreting complex terms and phrases. The study suggests potential solutions to overcome these challenges, such as the use of more varied and interesting teaching methods, increasing students' understanding of English sentence structure, and enhancing students' interest and motivation in learning English, especially in reading. Keywords: Obstacle;, English learning; motivation

PECULIARITIES OF TEACHING WHILE DEALING WITH PHRASEOLOGICAL UNITS AND THEIR ACCURATE COMPREHENSION AT ENGLISH LESSONS

The modern system of foreign language teaching is characterized by the fact that practical knowledge of a foreign language has become a necessity for every educated person to meet requirements of the society. A foreign language has a beneficial effect on the general level of people's culture and promotes communication. In the conditions of learning a foreign language, the need to include elements of the linguistic culture of a foreign nation in the content of education is increasing. Within the framework of this approach, it is necessary to saturate the subject content of the learners’ speech with country-specific materials oriented to the dialogue of cultures. A number of studies on this problem have served as an incentive to determine the obligatory introduction of phraseological units for the formation of linguistic competence of learners at foreign language lessons. Thus, it is widely recognized that phraseological units are helpful and beneficial to the learner of English as a foreign language. The study focuses on the peculiarities of teaching phraseological units at English lessons. The present research investigates the main features of modern theoretical heritage of phraseology and analyzes the possibilities of their use for the improvement of the effectiveness of teaching phraseological units at English lessons. We design exercises for teachers and learners regarding the peculiarities of teaching and studying English phraseological units at English lessons.
 In our article we explore special aspects of phraseology studying at Ukrainian and English lessons, we analyze basic methods of phraseology studying, we consider comprehension of similarities and differences in the scope of meanings of the studied phraseological units with those existing in the native language. Defining a phraseological unit in the text and the ability to find the proper equivalent to it during the translation process is the most important stage for the teacher and students. The results of our research have shown that through learning and practicing phraseological units, students gain a new experience in solving communicative situations. Students admit the importance of studying phraseological units at English lessons in developing their communicative skills. It should be emphasized that learning phraseological units in a particular context enhances student’s motivation for learning English and makes it easier to remember such a kind of language units.

The Influence of Teachers Personality on Students Motivation in Learning English in West Papua: Based on University Students Perspective

The Influence of Teachers Personality on Students Motivation in Learning English in West Papua: Based on University Students Perspective

The Effects of Workshops on International Orientation and Self-Other Understanding: Attempts at CEFR A2 Level Classes in a Japanese Music College

This study evaluates the effectiveness of workshops within English classes for Japanese music college students. The objective is to enhance the international orientation of music students and to foster intercultural understanding, as well as self- and other-understanding. The participants were 42 second-year students classified as “false beginners” at the CEFR A2 level of English proficiency. These students had limited basic English abilities and little practical use experience, with a background of low motivation for learning English. The study, designed as an alternative to traditional English remedial education, involved eight workshop-based lessons over one year. The post-workshop survey revealed that students recognized the importance of the workshops, gained a deeper understanding of internationality, and improved their communication skills and self-other understanding. However, limitations of the study include its focus on a small group of music students, reliance on self-reported data, and the absence of long-term follow-up. These factors hinder the generalization of the results and assessment of long-term effects. Future improvements and effective implementation of workshop-based programs are anticipated to address these limitations.

How Do EFL Students Across Gender Perceive Classpoint toward Their Motivation in Learning English?

This study seeks the difference between female and male students' intrinsic and extrinsic motivation and attitudes toward using Classpoint in EFL learning. Applying quantitative research, 61 EFL high school students of Brawijaya Smart School participated in this research. The instrument used in this study was a questionnaire consisting of 21 items using a Likert-type scale—the chosen items comprised three topics (students' intrinsic and extrinsic motivation and attitudes toward the use of Classpoint). The data analysis uses SPSS 27 and t-test to seek the significance of the result of the present study. This research indicates that female students have a higher motivation rate and attitude toward using Classpoint in EFL classrooms and that students across genders significantly differ in their perception of intrinsic motivation and attitudes. It also showed that utilizing Classpoint augments intrinsic motivation better than extrinsic motivation. The result implies English teachers should motivate and encourage male students to participate in the learning process by providing fun activities and giving rewards.

Using Extrinsic Motivation in Learning English During Covid-19 Pandemic

Using extrinsic motivation as a reward system offers a way to motivate students in educational settings. It is also a boundless teaching method to encourage students’ motivation in class. Since March 2020, Indonesian students and universities have undergone massive learning changes without being prepared. After the COVID-19 Pandemic, most universities had to change to online teaching and learning. This research examines how extrinsic motivation is practical and applicable in an educational setting. If the students do not have internal drives, extrinsic motivation, such as rewards, is needed to strengthen the students’ behaviors. The study adopts the case study method (Gerring, 2004). In addition, the researcher focused on the effectiveness of extrinsic motivation. Lecturers performed individual check-ins with 18 students for six weeks. They observed lecturers and students to investigate students’ perceptions of extrinsic motivation in their English classes. Results showed that extrinsic motivation can motivate students to participate actively in their English classes and to practice English inside the classroom during online learning. It also created active types, showing that almost all the students raised their hands to participate and seemed to study English harder. Thus, using extrinsic motivation made the teaching and learning process run effectively.

Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students

Abstract Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course (N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students completed surveys measuring their perceived teacher feedback practices, feedback motivation and engagement. Scaffolding feedback, verification feedback, and criticism were found to significantly predict student feedback motivation. Feedback enjoyment significantly predicted student feedback engagement, but there was no positive significant relationship between perceived feedback usefulness and feedback engagement. Indirect effects testing provided empirical evidence that student feedback motivation mediated the impact of teacher feedback on student feedback engagement in a university English enhancement course context.

Correlation Between Students’ Motivation in Learning English and Vocabulary Mastery

This study aims to analyze the form of correlation between students’ motivation in learning English and vocabulary mastery at the eighth grade students of SMP N 7 Surakarat in the 2022/2023 academic year. The researcher used the quantitative method. The research gave a questionnaire consisting of 30 items and vocabulary test to gather the data. The finding of this study indicated that there is a positive correlation between students’ motivation in learning English and vocabulary mastery. It is proven by the result of the calculation of rxy 0.556 > rtable in the significance 5% (0.361) and 1% (0.463). Then it could be concluded that the alternative hypothesis (Ha) is therefore deemed to be accepted and the null hypothesis (Ho) is rejected. In this research, it could be concluded that there is a positive correlation of the research between students’ motivation in learning English and students’ vocabulary mastery. That means the motivation in learning English has an impact, the better students’ vocabulary mastery. Key words: Motivation in learning English, Vocabulary mastery, Correlation study

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.

Attitudes and Perceptions of English as a Foreign Language Students on Blended Learning and Learner Autonomy in a Private University of China

Blended learning (BL) is becoming increasingly popular and a trend in higher education in the twenty-first century. The purpose of this study was to explore the attitudes and perceptions of English as a Foreign Language (EFL) learners toward the current implementation of BL and their learner autonomy (LA) development in a private university in China. It employed a qualitative case study, and the data was collected from five undergraduate students majoring in English through interviews, observations and reflective journals. Through thematic analysis of the data, the study concluded that EFL students at this university generally held negative attitudes toward the BL model and perceived the development of LA in this model as ineffective. Four themes related to the negative attitudes and perceptions emerged. First, a shortage of time was a common issue among students, and they felt mentally and physically overwhelmed by the blended tasks. Second, there was a lack of complementarity and integration between online and face-to-face instruction in the BL model. Third, students noted a lack of support and timely feedback from teachers in the online part of the BL model. Finally, more supervision was needed in terms of student characteristics. The findings have implications for future BL curriculum design and delivery, pedagogical adjustments and support for autonomous learning. More empirical studies focusing on the pedagogical design and the cultivation of EFL learners’ intrinsic motivation for autonomous English learning in the BL environment are essential to address the current situation.

Assistance in Learning Activities Using Games and Songs Media to Increase Learning Motivation and English Vocabulary of Class 3 Students of SDN 3 Bebalang in 2023

English has become a globally dominant language that is widely used in various sectors of life. Its significance in international communication and its widespread use in various fields can emphasize the importance of acquiring English language skills for personal and professional growth. This study aims to investigate efforts to improve motivation in learning English through songs and games on the topics of days of the week and parts of the body. This research adopts the Peer Assisted Learning Strategies (PALS) methodology, which involves (1) identifying the teacher's problems, (2) conducting a needs analysis to address the identified issues, (3) designing coaching and mentoring programs, (4) implementation, (5) monitoring and observing the activities, and (6) reporting and follow-up. The subjects of this study are 15 third-grade students from SDN 3 Bebalang. The focus of this research is on motivation and English vocabulary. The results of this study indicate an improvement in English vocabulary and student motivation, students are more actively engaged in the learning process and show enthusiasm for learning English. With the positive impact shown by this research, it can be concluded that the implementation of the mentoring method using English games and songs has succeeded in achieving the stated goals, namely increasing students' learning motivation and mastery of their English vocabulary.

An analysis of teacher efforts to increase students motivation in learning English of the seventh grade in SMP N 04 Kotabumi academic year 2023/2024.

In the English learning process there are several factors that determine students success in English , one of which is students motivation. Students motivation is needed for successful English learning. The problem in this research is the lack of students motivation in learning English, especially class VII students at SMP N 04 Kotabumi. For this reason, it is also very important for teachers to increase students motivation in various ways to increase student motivation in learning English so that the learning process in class runs successfully. The purpose of this research is to determine teachers efforts to increase student motivation in learning English in the seventh grade of SMP N 04 Kotabumi. This research uses a qualitative apporach. The sample for this research was two seventh grade English teachers SMP N 04 Kotabumi. To obtain data, researchers used interview. Based on the research result, the efforts made by teachers to increase students motivation in learning English are : 1) Giving reward or awards to students. 2) Reprimand students who involve ego. 3) Giving exams to train students' brains and memory. 4) Give positive praise. 5) Give punishment if student make mistakes. 6) Try to ensure that students have the daisire to learn and enjoy learning. 7) Support students to achieve goals. The results of this interview show that teachers are an important factor in building the motivation of class VII students at SMP N 04 Kotabumi.

FIVE DECADES OF ACHIEVEMENT MOTIVATION RESEARCH IN ELT: A SYSTEMATIC LITERATURE REVIEW

Purpose – There is an absence of systematic review papers in the achievement motivation theories literature. In terms of currentresearch trends, English learning motivation is gaining attention as a determiner of success in FLA. Hence, this review aims to trace thetrends in the empirical studies on achievement motivation theories and tools, ranging from 1970 to 2022. Methodology – With a focus on theories, diversity of research participants, and practical ELT-related issues addressed by previousresearchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of 91 empirical studieson theories of achievement motivation. Findings – The majority of the published studies were from China and Iran. There was also a large number of studies conducted on tertiary-level learners. Structural equation modelling was found to be the most widely used analysis. In addition, technology-assisted learning is the current trend in achievement motivation research. Significance – This paper offers new insights into the existing achievement motivation literature and identifies the research gaps.This study recommends more studies on expectancy-value theory including in-depth qualitative studies involving culturally diversepopulations and experimental research to develop more effective pedagogical approaches and expand the current understanding ofachievement motivation.

Understanding non-English Major’s Students’ Motivation in Learning English via Photovoice: Insights from Tertiary EFL Students

Despite various studies on the motivation in the ELT context, there is a lack of study that centers on the learners’ motivation of non-English majors through photovoice research. The current study attempts to fill this gap. This study was conducted in a private university in Indonesia, involving five non-English major students. A photovoice study was utilized so as to capture and understand their learning motivation. It was found that the photographs the students took illustrated that the students have now been learning English in much more critical ways. Various reasons for their learning English include the ideas that English is a beautiful and a useful language. They also perceived that learning English can help us get a better job; traveling is much easier with a good knowledge of English; and having knowledge of English can help you study abroad. They perceived that they should study English harder to achieve such goals. The findings also show that they belong to non-English majors. Suggestions for future studies are also offered in this paper.

THE CORRELATION BETWEEN EXTRINSIC MOTIVATION AND STUDENTS’ ACADEMIC ACHIEVEMENT IN STUDYING ENGLISH

This study aimed to investigate the correlation between extrinsic motivation and academic achievement among first-year students studying English at MAS TI Kumpulan during the 2021/2022 academic year. This study revealed several issues affecting students’ motivation in learning English. Specifically, many students lacked interest in studying English, experienced a lack of motivation from teachers, but received a reward at the end of the semester for the highest score. Additionally, a significant number of students failed to complete homework due to inadequate parental support. Furthermore, students found English to be a challenging subject because of a lack of peer support. The study comprised 65 students, with a sample size of 24, selected using purposive sampling. Data were collected using questionnaires and documentation. The coefficient of correlation was determined to be -0.114, indicating no significant relationship between extrinsic motivation and academic achievement in English studies among the students. In other words, according to hypothesis testing, the t-score was -0.114 while the t-table was 0.432. This indicates that the t-score was lower than the t-table. As a result, Ha was rejected and Ho was accepted, indicating that there was no significant correlation between students' extrinsic motivation and their academic achievement in the study of English.

A Study on the Influence of Learning Motivation on English Learning ---Taking Different Age Groups as an Example

In today's society, English has become the official language of the world and is spoken by an increasing number of people. China, which is the world's most populous country, has made English a requirement for both compulsory education and college entrance exams. Having a good grasp of English is a crucial skill for study, further education, work, and life. Studying how to learn English effectively is crucial, and motivation is a significant factor that influences whether English can be learned effectively. Therefore, this study will explore the influence of motivation on English learning based on three empirical studies investigating the motivation of different age groups to learn English. The findings indicate that students' motivations for learning English vary depending on their age group. For example, lower-grade students are primarily motivated to learn English by intrinsic motivation, which is easily influenced and controlled by their parents. As a result, teachers can encourage this intrinsic motivation in their students by using cartoon illustrations in their lessons or meta-linguistic strategies. Middle school students' English learning comes mainly from extrinsic motivation rather than spontaneous formation, which requires teachers to improve students' intrinsic motivation to enhance their confidence and help them understand their position in their future career development. For elderly people, teachers need to create a comfortable classroom atmosphere and organize diverse cooperative group learning activities to motivate them to learn English from intrinsic motivation.

Impact of Artificial Intelligence Software on English Learning Motivation and Achievement

Impact of Artificial Intelligence Software on English Learning Motivation and Achievement