English Learning Motivation Research Articles

How Motivation Affects Academic Performance: A Study of English Learning Motivation Among Chinese Undergraduates

Under the circumstance that English learning is facing unprecedented opportunities and challenges, more and more importance should be attached to English learning in order to better develop the sustainable globalization. This study is to clarify the connection between academic success and motivation for learning English. The questionnaire has been separated by the research team into two categories: intrinsic motivation and extrinsic motivation. By means of systematic sampling and questionnaire survey, the research team collected the final scores of freshmen in an English course and asked them to fill in a questionnaire about learning motivation. It turned out that intrinsic motivation does have a positive impact on English learning academic performance. However, the research team didn’t find any correlation between the factor of extrinsic. In this research, intrinsic motivation has been verified to have a strong and positive correlation with academic success, but the connection between extrinsic motivation and academic performance remains unclear.

Use of gamification in English learning in Higher Education: A systematic review

Digital gamification is a dynamic technique for enhancing English learning and closing the barrier across student learning and pedagogical praxis. The review offers a summary of gamification in digital English learning environments. In addition, this review investigates the learning experiences and outcomes of foreign language students using gamification. For this study, 18 articles published between 2014 and March 2021 were analyzed to highlight the key characteristics of this research topic. Studies have demonstrated the positive effects of gamification on English as a Foreign Language Educational Experiences from University Learners. In gamified English learning environments, pleasantness, attractiveness, motivation, and enjoyment were all desirable qualities. Gamification's intended learning goals were language content learning, involvement, motivation, and satisfaction. This study's findings include recommendations for the design of digital gamification for the English learning of students, as well as their perspectives and corresponding learning achievements.

Students' Emotional Perceptions and Attitudes Toward English Teacher Feedback in Cloud Classroom Learning Environments During the COVID-19 Pandemic

Cloud classrooms are catching increasing attention in English teaching during the COVID-19 pandemic. Via multiple correlation analysis, path analysis, and data collected from randomly selected 230 participants, this study examined the effects of students' emotional perceptions and attitudes towards teaching feedback in cloud classroom learning environments. It was concluded that all emotional perceptions were significantly and positively correlated, and learning motivation caused the most significant effect, followed by interest. Learning motivation could predict the perceived teaching feedback. Students with strong self-confidence had strong learning motivation and interest in English learning. High-score students preferred more profound and euphemistic comments; medium-score students hoped to catch more attention and obtain positive feedback from teachers; poor-score students favored direct and explicit evaluations. This study is helpful to future research into non-verbal and peer feedback in technology-based learning environments.

English learning motivation and pragmatic competence: Correlational study of non-English major postgraduate students in java

This research aims to investigate the significant relationship between English learning motivation and pragmatic competence of non-English major postgraduate students and their current pragmatic competence. 350 non-English major postgraduate students from Javanese provinces (West, Central, and East Java) participated in this study. This study was quantitative research in the form of a correlational study by using one adapted questionnaire (Attitude and Motivation Test Battery (AMTB)) for English learning motivation and two kinds of adapted pragmatic competence tests (Multiple-choice Discourse Completion Test (MDCT) and Written Discourse Completion Test (WDCT)). The data were analyzed by using Normality Test, Linearity Test, Bivariate Pearson Product Moment, and Descriptive statistical analysis by IBM SPSS 26. The finding indicated English learning motivation correlated with English pragmatic competence. Although the correlation degree was 0.563 which had a moderate degree of correlation, they have a positive correlation which means the English learning motivation has contributed to the pragmatic competence. The current level of the non-English major postgraduate students’ pragmatic competence in Javanese provinces was categorized as still developing because the students hardly understand responses in the pragmatic competence test, especially in pragmatic awareness.

Improving students’ creative writing skill in composing interpersonal text through comic strips in distance learning

Writing is one of the skills that high school students should master. However, the difficulty of mastery of writing skills makes students' scores tend to be low and does not reach the minimum standard of mastery (KKM). In addition, this makes students less motivated in participating learning activities, one of which is in making interpersonal texts. The objectives of this research are: 1) to improve twelfth grade students’ creative writing skill, especially in making interpersonal texts through comic strips; and 2) increase students’ motivation in learning English in distance learning class of the twelfth grades students of Senior Vocational School (SVS) 1 of Bunga Raya in the academic year of 2020/2021. This classroom action research (CAR) was conducted in two cycles by which each cycle consisted of planning, acting, observing and reflection. The result shows that there is an improvement of students’ creative writing skill. It can be seen from the result of students’ average score in doing the posttest in cycle II was above KKM value. Besides, the improvement of the group project assessment showed a very significant results.

Analyzing the Relationship among English Learning Motivation, Strategies, and Academic Achievement of the Students Majoring in Airline Service

본 연구에서는 항공서비스 전공 대학생들을 대상으로 국내 외 항공사 취업에 영어 능력의 측정도구로 요청되는 토익읽기와 듣기를 학습성취도의 요인으로 설정하고, 학습동기와 전략이 학습성취도에 어떠한 영향을 미치는지를 파악하였다. 이를 위해 2022년 4월 항공서비스 전공 대학생을 대상으로 설문을 시행하여 유효한 233부의 표본을 SPSS 20.0 통계 프로그램으로 분석한 결과, 첫째, 영어 학습동기가 학습전략에 미치는 영향에서 학습동기의 하부요인 내적동기는 직접전략의 하부요인인 기억전략, 보상전략, 그리고 간접전략의 요소인 상위인지 전략에 정(+)의 방향으로 영향을 미치는 것으로 나타났다. 또한 외적동기의 공감적 통제는 유일하게 보상전략을 높이는 효과를 보였다. 반면, 무의식적 통제는 기억전략에는 정(+)의 방향으로 상위인지전략에는 (-)의 방향으로 영향을 미치는 것으로 나타났다. 둘째, 영어학습 동기가 읽기능력에 미치는 영향에서 , 내적동기, 무의식적통제와 외부통제는 읽기능력에 정(+)의 방향으로 영향을 미치나, 무의식적통제는 부(-)의 영향을 미치는 것으로 나타났다. 반면, 듣기능력에는 내적동기만 정(+)의 방향으로 영향을 미치는 것으로 나타났다. 내적동기 부여에 좀 더 비중을 두고 교수법을 개발한다면 학습자의 읽기 및 듣기능력이 모두 향상될 수 있음을 예측할 수 있다. 즉 영어 수업을 진행하면서 흥미와 즐거움을 주도록 롤 플레이, 쉐도우 청취와 쉐도우 읽기, 모둠활동, 발표, 포상 등의 방법을 추가하고 지속해서 흥미와 주도성을 겸비한 교수법을 개발하여야 한다. 셋째, 영어 학습전략이 학습성취에 미치는 영향에서 기억전략과 상위인지전략이 읽기능력과 듣기능력에 정(+)의 방향으로 영향을 미치는 것으로 나타났다. 따라서 영어 교과과정에서 기억전략과 상위인지전략을 수업에 활용하고 역동적, 능동적으로 강의가 진행되도록 차별화된 교수법이 개발 되어야 한다.

Measuring Meaningful English Learning Through Video Production: An Instrument Development Report

Students’ low motivation in learning English as a foreign language is an age-old problem for English teachers. To overcome this problem teacher must design and present the learning process in such way which minimize students’ fear and anxiety. One of the more interesting ways to teach English is to use videos in class. The present study aims at developing an instrument to measure students’ perception of the meaningfulness of English learning using video production. This instrument is developed to facilitate the measurement of students’ perception of the meaningfulness of English learning using video. The construct used as the basis of the instrument development is the Meaningful Learning using digital media and video proposed by Paivi Karppinen. The instrument is developed using Borg’s seven steps instrument development process which includes defining the construct to be measured, defining the target population, reviewing related test, developing prototypes (blueprint and test items), evaluating the prototype, revising the instrument, and collecting data on the validity and reliability of the instrument. The final product consists of 23 items, measuring the 6 sub-constructs with Cronbach’s Alpha Value and the Cronbach’s Alpha Based on Standardized items values of .0903 and 0.932 respectively.

Middle-aged Korean Students’ English Learning (De)Motivation: A Mixed-Methods Investigation

Objectives This study investigates the second language (L2) learning motivation of middle-aged learners in South Korea on 1) the differences in the L2 learning motivation on L2 learning participation, L2 learning duration, and age as individual factors and 2) the motivators and demotivators of L2 learners with a mixed-methods based on Dörnyei’s (2005, 2009) L2 Motivational Self System.
 Methods A 5-point Likert-scale questionnaire on 124 Korean adults (30-60 ages) was conducted, including L2 learners (n=41) and non-learners (n=83) from Seoul, Incheon Metropolitan, and Gyeonggi Province using quantitative methods. Middle-aged five L2 learners and five non-learners were interviewed one-on-one in semi-structured interviews with the explanatory sequential design to investigate L2 learners’ motivators and demotivators of L2 learning qualitatively.
 Results In the quantitative method, self-actualization, ideal L2 self, and instrumentality were significantly meaningful for L2 learners. In the qualitative method, L2 learners’ motivators were categorized into 1) instrumentality for self-actualization, and 2) human factors to keep self-esteem in L2 learning experience. Demotivators were classified into 1) inconsiderate comments from family and close people, 2) negative self-attribution, and 3) limited L2 learning environment and social support.
 Conclusions The results revealed that the external environment where the L2 learner belongs significantly impacts the L2 Motivational Self System of middle-aged Korean learners. Furthermore, Korean middle-aged learners’ L2 Motivational Self System can be affected by how L2 learners perceive the process of their L2 learning experiences.

Exploring Students’ Motivation in Learning English at English Laboratory of UBL

Exploring Students’ Motivation in Learning English at English Laboratory of UBL

Goals-Related Motivation in Learning English

English is arguably the most widely used language in the world and it is considered as the mother tongue by more than 400 million people. It is underlines the impotance of mastering English and the scope of English which is too broad makes everyone has different motivations in learning English. The purpose of this research is to investigate the differences motivation in learning English as a foreign language. The participants of this study were 5 people from different backgrounds based on their needs to support them in living their lives. They were from student, lecturer, awardee of scholarship, worker, and course-taking people. This research method employed a descriptive qualitative method. The sample was taken using purposive sampling since data collection was in accordance with their respective positions. Data collection techniques included observation, interview, and documentation. The results and discussion will be further presented.

Comparative Research towards Students’ Academic Progress Motivation Scale on Social and Natural Science for Learning General English at Ghor University, Afghanistan

Background: Motivation scale is an essential characteristic that simplifies the success and dissatisfaction for learning English. In learning English language, motivation is the key factor to improve and preserve the learning procedure for academic progress. Objectives: Students who are motivated concerning learning attitude to learn English and express a desire to learn and get knowledge through this skill. Method: In this research, the data has been collected over spreading questionnaire by selecting randomly students of both social and natural science, and analyzed by SPSS version 26. Result: The students’ academic progress motivation scale on learning English as General Subject was high on academic progress, doing their home assignments without asking any helps from others, and all the students are actively involved in learning process. The result of this research has shown the high levels of motivated students learning English. Suggestion: This research was the exceptional among similar researches, and it had discovered many beneficial methods finding the students’ motivation scales on their academic progress and English lecturers easily use the effective methods to teach the students and get more positive results. As it has found that there were disappointments and frustrations from current situations which needs more and especial researches to be done in future, and the scale of academic progress motivation for learning English was different between both social and natural science, so it is suggested that some research must be done on students of natural science only.

Lecturer Eye Contact on the Students’ English Learning Motivation: Motivated or Demotivated

This study aims to describe the effect of lecturer eye contact on student learning motivation and the students’ perception on it during their interaction in EFL classroom. It employs a descriptive method in cluster random sampling taking 30 students of English Education class. The data sources of this study were observation, questionnaire, and interview and analyzed descriptively. The observation results that students are more likely to pay attention to the material, more enthusiastic in learning and more respectful to the lecturers having and keeping an eye contact in the teaching and learning process. The result of the questionnaire shows that the lecturer eye contact significantly affects the students’ learning motivation indicated by the mean score of the questionnaire, that is 3.71 falling into high category. These two findings are supported by the data gained from the interview in which most students argued that lecturer eye contact has many positive impacts on their learning. An excessive eye contact of the lecturer to the students, however, can become a hindrance to draw students’ focus on the materials presented. Therefore, the lecturer eye contact to nurture students’ learning motivation should be considerably sufficient and not excessive.

한국 영어교육 전공 대학생들의 영어학습 동기 변화 양상 비교연구: 회고록을 바탕으로

This qualitative study analyzes the English learning (de)motivation process over the past ten years of 42 university students majoring in English education. The changes in participants’ motivation were categorized into four groups: the upward, ‘V’ pattern, downward, and inverse ‘V’ pattern groups. Students’ retrospective essays on their (de)motivation process of learning English were analyzed based on the Grounded Theory.
 The upward and ‘V’ pattern groups went through gradual English learning motivation due to positive language attitudes and human factors, respectively, while the downward and inverse ‘V’ pattern groups experienced gradual or sometimes rapid demotivation due to the learning factors such as learning methods. It is noteworthy that the significant demotivating factors, learning factors, are found in all four groups. However, the overall motivation pattern (gradual increase or decrease) varies depending on how students sensitize or appraise the external learning environment. It suggests that learners who have experienced demotivation need a chance to re-experience positive English learning attitudes based on their willingness to learn English for remotivation. In addition, solutions to learning factors, demotivating factors found in all four groups, will be discussed.

Materials for English learning for the students of medical specialties

The current stage of development of Ukraine's international relations with other countries requires a revision of the foreign language teaching process in higher school. Special emphasis should be paid to the effectiveness of foreign language learning. The expansion of international contacts highlights the need for training a specialist who can communicate with representatives of other countries not only at the domestic level, but also in professional activities. First of all, this concerns specialists in those professions in which there is intercultural communication (international internships, participation in international conferences). The English learning process of many Ukrainian medical colleges and universities is mainly based on non-authentic materials. Few studies have been conducted to explore the implications of authentic and non-authentic materials in learning English for Specific Purposes (ESP), for medicine in particular. The current study explores students’ perception of these resources in learning medical English. In order to optimize the learning process, a comparative analysis of English language manuals for medical professionals was made. The data were obtained on the basis of a questionnaire filled out by medical students of two universities. The students were required to assess different aspects of both authentic and non-authentic materials. The ultimate goal of the analysis is to determine the educational efficiency of the afore-mentioned textbooks and the students’ motivation for English learning. Analyzing the effectiveness of training future medical specialists for professional communication, the following methods were used: descriptive, statistical and empirical methods: observation, testing, and questionnaires. The findings showed that the participants had positive attitudes toward using authentic resources and that they preferred them to non-authentic ones. Authentic resources provide a beneficial effect on the development of students’ language skills in their professional area. The prospects of further studying in the in-depth analysis of different ways of optimizing English language proficiency.

Pengenalan Kosa Kata dan Tata Bahasa Inggris Dengan Menggunakan Grammar Translation Method Kelas VII SMP Negeri Gudang Arang

The implementation of this community service activity was carried out in class VII SMP Negeri Gudang Arang Merauke with a total of 20 participants. It is hoped that these students can understand and know English as a foreign language and as an effort to increase interest, motivation, will, and interest. Students in learning English in the field of education. 
 This service contributes to learning English, especially for beginners (Young Learners) as an effort to increase students’ interest in learning English. In addition, this activity contributes to realizing education in Junior High School (SMP) to foster students’ interests and talents and motivation in learning English and as an effort to provide an introduction to English for the beginner level (Young Learners).
 This service is carried out in the form of a workshop which includes socialization in the form of training/introduction and mentoring. The material for the service activities is divided into two, namely exposure to motivational material interest in learning English and introduction to English vocabulary and grammar to be able to read texts in English. 
 The expected goals of this service are: 1) increasing students’ knowledge and understanding of how to learn English is easy; 2) increasing students’ skills in English and students being able to understand reading material well. From the whole series of community service activities, the main hope is an improvement. Improving conditions from not knowing, not understanding to very understanding, and from low be high in terms of interest, motivation, willingnesss and interest of sudents in learning English especially English vocabulary and grammar

The Utilizing Of Video Maker As A Media In Writing Greeting Card At Junior High School 1 Mantiat Pari

Media is one of the essential things in the teaching-learning process. One of them is video maker. Video maker is one of the applications that can be used as a media in teaching writing. The research aim is to see the utilizing of video maker as a media in writing greeting cards. There were sixteen students as a sample, especially eighth grades students. The researcher gave them ten items’ of questionnaires. The findings of this research can be divided into two categories. The first was video maker gave the students motivation in learning English. They were in statement one (84,44%) statement two (94,44%), statement four (88,89%), and statement six (93,33%). All of the statements have category very high. It meant video maker gives the students motivation to learn writing. The second was the students interested in using video maker as a media in writing. They were in the third statement (81,11%) and the category was very high, the fifth statement (83,33%) and the sort was very high, the eighth statement (76,67%) and the sort was high, the ninth statement (68,89%) and the sort was high, the tenth statement (86,67%) and the sort was very high. There was no questionnaire in medium, low or very low levels. Based on the result, it can be concluded that the utilization of video maker as a media in writing at SMPN-1 Mantiat Pari was positive. The students gave a positive response to it.

A Study of the Relationship between Foreign Language Anxiety and Motivation of English Language learners at intermediate level in Pakistan

Foreign Language Anxiety (FLA) is the unpleasant emotional response to learning a second language, whereas motivation is the fundamental urge to initiate foreign language study and the subsequent impetus to maintain the learning of language. Motivation and anxiety (though studied separately as well by researchers) have yielded groundbreaking results in this study. The researcher works to find the relationship between anxiety and motivation. The investigation employs a quantitative methodology and questionnaires. In order to accomplish this aim, Foreign Language Classroom Anxiety Scale (FLCAS) and the Language Learning Orientations Scale (LLOS) were administered to 318 participants of intermediate-level from Kohat's public colleges. For analysis, the data were subjected to Exploratory Factor Analysis (EFA), Correlation Analysis (CA), and Regression Analysis (RA) utilizing the Statistical Package for the Social Sciences (SPSS). As per the findings of the study, various forms of FL motivation are substantially associated with subscales of FL anxiety. In other words, students with various English learning motivations experience varying levels and types of anxiety. We discover a strong yet negative association between motivation and anxiety in this study. In addition, the study demonstrates that intrinsic motivation and amotivation have a greater relationship with anxiety and producing apprehension in language learners; therefore, motivating language learners by fostering their intrinsic motivation is likely to reduce their anxiety regarding English language learning. Teachers should utilize approaches that enhance pupils' intrinsic motivation. Anxiety was negatively associated with language accomplishment; consequently, in order to boost students' English language achievement, language tutors and students must take steps for decreasing FL anxiety. Teachers can reduce the anxiety of language learners by instructing them in learning processes, establishing goals that are neither too simple nor too tough, and employing anxiety-reduction approaches.

Multimodal Resources and Students’ Motivation in English for Specific Purposes

The aim of the research was to analyze and generalize the educational potential of multimodal resources in enhancing students’ motivation in learning English for Specific Purposes. The study was conducted following the theories of digital humanities pedagogy and multimodal pedagogy. It had a descriptive cross-sectional quantitative-based (pedagogical experiment; survey; questionnaire) and qualitative-based (observation of the participants in the educational process; comparison and generalization of pedagogical experience on the problem under research; analysis of the data collected in a statistically accurate manner; monographic method – to interpret the results obtained in a coherent, logical approach) design. The significance of the findings can redound, on the one hand, to modernizing the educational processes of English for Specific Purposes based on the adequate integration of multimodal resources and, on the other, contributing to efficiently developing university students’ multimodal communicative competence. The data collected can be exploited in further research into the issue of increasing the motivation of non-philological students to learn English for professional use. In the course of the pedagogical experiment, effective ways of perceiving and processing the information by students were identified, as well as the advantage of integrating multimodal resources into teaching English for Special Purposes. The scope for further study lies in the in-depth research into forming multimodal communicative competence of technical students in learning English for Specific Purposes.

The Application of Portfolio to Assess the Writing of EFL Students in Senior School

Evaluation is an important part in the process of English teaching. A scientific assessment method can improve teaching efficiency. The traditional test-oriented assessment tends to reduce students’ interest and motivation in English learning. As a form of formative assessment, portfolio assessment focuses on students’ learning process rather than learning results, which can play an unique role in students’ interest, attitude and ability in English writing. In order to promote a more scientific assessment system and know more about the current situation of the application in portfolio assessment in middle school English writing. This study takes 60 students from Class 2, Grade 1 of Yongnian middle school as the research objects, which aims to analyze the current situation of English writing and the application of portfolio in middle school. From the data of the two questionnaires, it can be concluded that students’ interest in writing, writing attitude and writing ability have been significantly improved. The portfolio is an effective measure for teachers to record students’ learning process. At the same time, this paper analyzes and summarizes some shortcomings in the evaluation of English writing. Finally, on the basis of this research, this paper puts forward some suggestions for teachers, hoping to solve the problems in the application of portfolio assessment, so as to improve the quality of teaching.

English Language Learning Motivation on Eight Grade Students’ of SMP Satria Dharma Perbaungan

The Purpose of this study is to know the students’ motivation in learning English at the Eigth Grade of Junior High School Satria Dharma Perbaungan. The researcher took 44 students as the sample. This reseach used qualitative method. In collecting the data, the researcher distributed questionnaire to the respondents to measure their motivation in learning English. In analyzing the data, the questionnaire is assessed by rating scale. The result of this research showed that the students’ motivation in learning learning English is 59,31%, and it is categorized into good of motivation. Based on the research finding, it can be concluded that the students have high motivation in learning English.