Language Motivation Research Articles

Motivating language and relational energy to performance: workload as moderator

ABSTRACT This study tests the empirical relationship between motivating language, relational energy, and in-role performance, by drawing on the conservation of resources theory (COR). It further tests the moderating role of workload between relational energy and in-role performance. Time-lagged data (n = 362) were collected from the Cambodian hospitality industry using convenient and purposive sample techniques, and analysed using SmartPLS. Motivating language significantly and positively correlates with relational energy and in-role performance. Relational energy has a positive relationship with in-role performance and mediates positive link between motivating language and in-role performance. Workload moderates (significantly weakens) the relational energy and in-role performance relationship. Findings add value to COR by testing relational energy as a mediator and workload as a moderator. Practical implications are discussed.

INTENSITAS KOMUNIKASI INTERPERSONAL AYAH DAN ANAK LAKI-LAKI USIA 7 - 8 TAHUN DALAM KEBERHASILAN PEMBELAJARAN JARAK JAUH (STUDI KASUS DI RW 08 KELURAHAN SRIAMUR, TAMBUN UTARA, BEKASI)

The task of a father at home is not only responsible for meeting the material needs of the family, but also for the process of growth and education of children. Especially boys. One of them is by providing assistance during the Pelajaran Jarak Jauh (PJJ) process. This study aims to determine how interpersonal communication between fathers and sons aged 7-8 years in the success of the PJJ process in RW 08, Sriamur Village, Tambun Utara District, Bekasi. Data were collected through direct observation in the field, in-depth interviews with six key informants and documentation. The research was conducted using a qualitative approach with a constructivism paradigm. The theory used is Interpersonal Communication or Interpersonal Communication proposed by R. Wayne Pace. Based on the conclusions from the results of the research conducted, a father plays a very important role in the success of the PJJ process for his son. For boys, fathers are role models in their lives. Because in terms of using technology in PJJ, dad is more responsive. In addition, the way a father communicates in a soft and motivating language, makes it easier for children to understand lessons.

Cultivating a D&I Climate in the Workplace and Mitigating Microaggression Against Asian Employees: The Role of Strategic D&I Leadership and Motivating Language

abstract: The study addresses the D&I (diversity and inclusion) climate and microaggression challenges in workplaces from the perspective of Asian employees in the United States. Building on strategic leadership literature and motivating language theory, the research posits that strategic D&I leadership and leaders' motivational language can positively impact the D&I-related perceptions of Asian employees at work. A nationwide survey of Asian employees was conducted. The findings indicated that strategic D&I leadership both directly and indirectly promotes a positive D&I environment, diminishes microaggressions against minority employees, and strengthens organizational trust. Leaders' motivating language further aids in supporting D&I and diminishing microaggressions. The study's implications and limitations are further discussed.

Hubungan Motivasi Berprestasi dengan Hasil Belajar Bahasa Arab

Indicators of motivation are extremely important to the learning and teaching process. Motivation is a basic condition for the learner to achieve major educational goals, whether in the acquisition of knowledge, which is a cognitive aspect for the learner, or in the formation of values and attitudes, which is an emotional aspect in the student’s personality, or in the formation of various skills, which is a sensory-motor aspect. . In this research, the researcher wants to know the extent of the relationship between achievement motivation and academic achievement in the Arabic language at this university, especially among female students at Darul Ulum University Banyuanyar Pamekasan. The researcher uses a quantitative correlational type, which is research that aims to determine whether there is a relationship between two variables or several variables, and from the results of the conclusion that the relationship between these two aspects has a low impact, only 12.3% of all aspects that can affect the Academic achievement of female students. among female students at Darul Ulum University Banyuanyar Pamekasan. With a factor of 0.111 using the Pearson product-moment correlation formula

Exploring second language students' language assessment literacy: impact on test anxiety and motivation.

This research aims to investigate the impact of students' language assessment literacy (LAL) on their cognition. The study specifically examines how different levels of LAL influence two critical factors: test anxiety and motivation to learn a second language. To achieve the research objectives, a questionnaire was administered to a sample of 415 university students in China. The questionnaire utilized a five-point Likert scale to assess students' levels of LAL, test anxiety, and motivation to learn a second language. Descriptive data were examined to reveal students' proficiency in LAL, along with their levels of test anxiety and motivation. Multilevel regression analyses were performed using Mplus to investigate whether students' LAL proficiency can predict their levels of test anxiety and motivation. The findings indicated that the participating students had a proficiency level of approximately 60% in the content of the LAL questionnaire. The analysis further revealed the relationships between specific dimensions of LAL and both test anxiety and second language motivation. The multilevel regression analysis suggested that theoretical knowledge about language and language learning, the understanding of the impact and social value of language assessments, and the uses of assessments to enhance learning, positively predicted students' extrinsic motivation. Furthermore, students' understanding of the uses of assessments to learn and their theoretical knowledge about language learning were identified as positive predictors of intrinsic motivation. Additionally, it was observed that students' LAL did not significantly predict test anxiety. These findings emphasize the significance of enhancing students' LAL due to the identified relationships between LAL dimensions and motivation to learn a second language. The study suggests pedagogical implications for improving LAL, with a focus on specific dimensions that positively impact students' motivation. The absence of a significant relationship between LAL dimensions and test anxiety prompts further exploration and consideration of additional factors influencing students' anxiety in language assessments.

Metamotivation: Self-regulating task–motivation fit

Regulating one’s motivation contributes to well-being and success across various domains, including language learning. For example, activating a promotion versus prevention regulatory focus orientation is generally more compatible with tasks requiring creativity and innovation (e.g., brainstorming) versus tasks requiring vigilance (e.g., proofreading), respectively. Metamotivation represents awareness of such task–motivation fit. This article reports a study involving Saudi language learners of English (N = 311) who were presented with language-related tasks requiring two different motivational orientations (e.g., brainstorming vs. proofreading) and were asked to indicate their preferred incentive structure (inducing eagerness vs. vigilance) under two contexts (independent vs. interdependent). The results showed that the participants exhibited metamotivational awareness in terms of promotion, but not prevention, orientation. Female participants displayed a marked overgeneralization bias, clearly favoring a promotion-inducing incentive structure even for vigilance tasks. The implications of these findings are discussed in relation to task engagement and persistence and to expanding the scope of language motivation theory, paving the way for a new line of research into language learning metamotivation.

PENGGUNAAN DIKSI DAN GAYA BAHASA KONTEN VIDEO MOTIVASI MERRY RIANA DALAM MEDIA TIKTOK

Merry Riana's motivational video content contains encouragement to build an optimistic attitude when you experience failure in achieving your goals, are disappointed by your partner, receive negative comments from other people and when you want to choose a potential life partner. The purpose of this study is to describe the use of diction and motivational language style of Merry Riana in TikTok media using semantic and pragmatic studies. This research is a text-based descriptive qualitative research, using the referential equivalent method to analyze the meaning and using the interpretation method to reveal the purpose of motivation based on related contexts. The results of this study indicate that Merry Riana uses greeting diction, synonym diction, special diction, general diction, foreign language diction, borrowed word diction, popular diction, scientific diction and conversational diction. The diction that is widely used is the diction of a foreign language, namely English. The style of language found in this study uses a style of language based on sentence structure of 5 types and a style of language based on the direct or indirect meaning of 9 types. The style of language that is most widely used is the style of language based on whether the meaning is direct or not, namely, climax. The use of diction and language style functions to: 1) encourage listeners when they feel hopeless; (2) influencing and convincing the listeners with the motivational delivered; and (3) provide an interesting effect on motivational speech patterns.

Language learning among higher education students: an analysis on motivation

Intrinsic motivation in language learning is ideal to attain successful foreign language learning according to experts (Del Castillo, 2010; Gilakjani et al.,2010). In order to measure its impact at university level, this paper shows the results of a quantitative study conducted at KU Leuven during the academic year 2021-2022 on motivation in foreign language learning. A total of 479 students participated in a survey designed for this purpose. The methodology was based on a multivariate analysis using the statistical package SPSS v. 25. The research findings show that university students have essentially instrumental motivation for learning foreign languages (FL), which implies that their desire to acquire a second language (L2) is limited to practical purposes. On the other hand, the study has identified a representative segment of students, referred to as “incidental students”, who are characterised by not having any clear motivation (neither instrumental nor integrative) for FL. The results lead to recommendations for curricular adaptation to enhance intrinsic motivation in foreign language teaching and learning at university level.

Enhancing Learners' Performance in Contest Through Knowledge Mapping Algorithm

The fairness of vocational contest scoring is key to generating reliable competency assessments. This study examined the performance impact of the motivation of English-as-a-foreign-language learners in contests with vocabulary knowledge antecedents in the contexts of artificial intelligence (AI) and blockchain (BC). The sample comprised 185 participants of an oral English contest at higher vocational institution in China. AI-powered scoring of learners' contest performance and a survey were used to collect data. The findings revealed that learners' intrinsic drive was the main positive factor, outweighing their extrinsic motivation, and that AI and BC increased the trustworthiness and integrity of contest records, thus providing new opportunities to build learner trust and form psychological incentives. This study enriches foreign language motivation theory in the context of contest research and highlights the importance of using AI and BC to enhance the scoring accuracy and credibility of contests as authoritative evaluation instruments in vocational education.

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.

Foreign Language Learning: A Study of Digital Literacy in Generation Z

Background. The background of this research lies in the change in educational paradigm triggered by the use of technology in foreign language learning. Technology integration has great potential to increase students' engagement, motivation and understanding of the target language. Along with this, Generation Z, as a group of students who grew up in the era of digital technology, has become the object of study because of the tendency to use technology intensively in learning. Purpose. This research has the general aim of exploring and understanding how digital literacy can be optimized in foreign language learning in Generation Z. Specifically, this research aims to identify patterns of technology use, detail the obstacles faced, and design solutions that can be implemented in increasing the digital literacy of students majoring in foreign languages. Method. This research methodology carries a quantitative approach with a research design in the form of a survey. The use of questionnaires as research instruments was carefully designed to explore aspects of digital literacy. Data collection was carried out via the Google Form platform with the participation of 30 Generation Z students, which is expected to provide an in-depth perspective regarding the experiences and challenges in their digital literacy. Results. The results of data analysis show a significant level of involvement of students in the use of digital devices, with the majority choosing learning via an application or digital platform. Digital literacy is an important focus, and the majority of students feel comfortable and confident in using digital resources. Nonetheless, challenges such as confusion in evaluating the authenticity of online information need to be addressed. Conclusion. Results Barriers and challenges to digital literacy include accessibility inequalities, lack of training, and technological changes. Strategies to overcome these obstacles vary, with students more likely to seek help from friends or teachers, seek online guidance, and try new learning methods. In conclusion, this research makes a significant contribution to the understanding of digital literacy of students majoring in foreign languages, with an emphasis on learning strategies that are holistic and tailored to students' individual preferences and needs.

A Review of the Research on the Influence of Game-based Learning on Second Language Learners' Learning Motivation

Motivation, as an important factor of individual differences in second language acquisition, has been widely discussed by teaching researchers. At present, many studies have discussed how to continuously stimulate learning motivation. Games have been proven to have a positive effect on learning. The application of game-based learning as an emerging teaching method in the field of education has also expanded significantly. Therefore, this study aims to review the research on the relationship and application of motivation and Game-based Learning (GBL) in second language (L2) acquisition. It is found that the impact of GBL can be positive in the motivation of L2 learners through an immersive learning environment, game experience and reward mechanism, competition and cooperation mechanism, and has achieved positive results in student learning. The research shows the potential for using digital games to teach a second-language., and looks forward to the application of the combination of gameplay and learning theory in the future teaching field.

Innovation in Teaching and Learning Arabic through Video (IEdu-V)

The teaching of Arabic in Higher Education Institutions (HEIs) in Malaysia faces challenges in effectively engaging students to master the language. Video-based learning is seen as an innovation that can enhance the flexibility and engagement of students in Arabic language instruction. However, there are still limitations in the use of this approach, which impact the level of student proficiency. This research aims to explore how video as a teaching aid can improve the effectiveness of Arabic language teaching in Malaysian HEIs. The study employs a qualitative approach, gathering data through semi-structured interviews with students and Arabic language lecturers at selected HEIs, along with content analysis of the learning videos used in class. The findings reveal that the use of videos, particularly interactive and culturally-based ones, has a positive impact on students’ motivation and understanding of the Arabic language. However, challenges related to the preparation of relevant video materials and access to technology need to be addressed. The study implies that innovation in the use of video can not only improve the effectiveness of Arabic language instruction but also provide students with opportunities to learn in a more flexible and engaging environment. Recommendations are made for HEIs in Malaysia to increase the use of video technology in teaching and to provide specific training for lecturers to produce high-quality teaching videos.

Motivation of Learning English Language by The Administrative and Academic Support Staff at Workplace in A Private Sector University in Karachi

Introduction: Recently, institutions have promoted English language ability among personnel to improve communication with students and professors. Many employees may lack motivation to learn or use English at work. Language learning motivation might be integrative, instrumental, or both. This study examines administrative and academic support staff's English learning motivation at a Karachi private institution. Problem Statement: Some university staff may lack motivation to study English, despite its relevance. Staff English language acquisition strategies can benefit from understanding motivation. Methodology: This quantitative study assessed administrative and academic support staff English learning motivation. Data was acquired using a modified Kitjaroonchai (2012) questionnaire. Participants' motivation mean scores were interpreted using Degang (2010). Mean scores and standard deviation were used in data analysis. Results/Findings: The study found that most participants were very motivated to learn English interactively and instrumentally. This implies that Karachi's private university's administrative and academic support staff value language acquisition. Future Direction: Future research could identify the causes of this study's high motivation. Interventions to improve English language learning and staff assistance could also be tested. Understanding and tackling motivation hurdles can help university personnel learn English

Supplemental Material for Do Improvements in Motivational Language Predict Alcohol Use in Motivational Interviewing? Ambivalence Matters

Supplemental Material for Do Improvements in Motivational Language Predict Alcohol Use in Motivational Interviewing? Ambivalence Matters

PUBLIC SPEAKING ANXIETY AMONG JORDANIAN EFL LEARNERS OF ENGLISH

ABSTRACT The current study seeks to determine the association between attitude and public speaking anxiety in the context of learning English by using a correlational research approach. A non-probability sampling approach was utilised to recruit the participants. Among four government universities in Malaysia, 191 Jordanian postgraduate students (PhD candidates) were chosen. The following two surveys were used to gather the data: (a) Foreign Language Classroom Anxiety Scale (FLCAS); and (b) Attitude/Motivation Test Battery (AMTB). A correlational analysis was performed using Smart PLS 3.0 to test the hypotheses. The results show that attitude is substantially associated with English public speaking anxiety. It appears that among PhD students in Jordan, there is a strong negative association between attitude and public speaking anxiety in English. The findings have potential implications on language motivation and classroom instruction in foreign language settings.

Review of Research on Arab EFL Learners’ Motivational Language Learning Strategy-Use in the Tertiary Context

Research suggests that successful language learning requires learners to utilize effective cognitive, behavioral and affective language learning strategies (LLS). Under the impetus of Saudi Arabia’s Vision 2030, English as a Foreign Language (EFL) proficiency in an essential for adequately preparing the workforce of the future. This creates an imperative for LLs researchers to provide a contextualized and nuanced picture of the EFL learning experiences of tertiary-level Saudi EFL learners and their strategy-use. Thus, the aim of the present paper was to review LLs research within the Saudi and parallel Arab contexts to detect predominant themes, trends and gaps. To this end, 16 relevant studies undertaken between 2012-2023 were identified. The review found that the studies were largely focused on identifying perceptions and attitudes towards LLs amongst students and deployed mostly quantitative methodologies. They predominantly strove to confirm earlier studies rather than to pursue exploratory or intervention-based research trajectories that could provide deeper insights or deploy strategy-use research to address challenges faced by the learners. Based on the above, the present paper suggests an urgent need for Arab LLs researchers (particularly in the Saudi context) to undertake contextualized and actionable research of benefit to Arab (and Saudi) EFL practitioners and learners. Keywords: Language learning strategies, EFL learning, Vision 2023, Social contexts

Influence of Classroom Environment on the Academic Performance of Students in English Language

The classroom environment plays a pivotal role in the academic performance and engagement of students, particularly in the realm of English language learning. This study explored the perceived influence of various classroom environmental factors on the academic performance of students in English language. Factors such as the physical environment, teacher-student interactions, peer interactions, teaching strategies, and assessment techniques were examined. A mixed-method approach, encompassing surveys and focus group discussions, were employed to gather perceptions from both students and teachers in a diverse urban secondary school. The findings suggest that a conducive physical environment, positive interpersonal relations, innovative teaching strategies, and fair assessment practices significantly impact students’ motivation and performance in English language. Recommendations for improving the classroom environment to foster better language acquisition and academic performance were made. This study contributes to the broader understanding of how the classroom environment shapes the learning experiences and academic outcomes of students in the context of English language education.

How Servant Leadership Influences Street-Level Bureaucrats’ Work Engagement: The Mediating Roles of Motivating Language and Perceived Organizational Support

The present study seeks to expand our understanding of leadership in the public sector by examining the link between servant leadership and work engagement of street-level bureaucrats through the mediating roles of leader motivating language and perceived organizational support. Drawing on theories of social exchange, social learning, motivating language, and job demands-resources, the research proposed that servant leaders can enhance employee work engagement by utilizing motivating language and boosting perceptions of organizational support. Using a survey of 553 police officers and first-line supervisors in Turkey, the results of structural equation modeling reveal that officers’ perceptions of their supervisors’ servant leadership are related to work engagement both directly and indirectly through motivating language and perceived organizational support. This study is the first to investigate the role of leader motivating language as a mediator between servant leadership and work engagement in public sector organizations.

Applying the Lens of Second Language Motivation Research to Interpret Online Learner Amotivation and Demotivation

The aim of this article is to inform deep, contextualized insight into understanding why internal and external factors caused the amotivation of an English as a Foreign Language (EFL) instructor’s attempts to acquire Korean online. Amotivation is a learner’s realization that either their current learning trajectory is too difficult or pointless, and demotivation is a specific trigger leading to amotivation (Dörnyei ; Ushioda, 2011). Patricia was one of 14 English L1 English speaking EFL instructors employed by a South Korean university to participate in my PhD in Applied Linguistics entitled Factors Affecting the Motivation to Learn Korean by EFL Professors Living Permanently in South Korea. She was the sole one-year longitudinal case study in this qualitative research and its only participant to self-study Korean online. I analyse her less than satisfactory experience through the theoretical lenses of Dörnyei’s (2009) L2 Motivational Self-System and Dörnyei and Ottό’s (1998) Process Model of Motivation