Language Learning Motivation Research Articles

Ethnocentrism and Motivation in Bilingual Students’ Language Learning: A Study on the Ideal and Ought to L2-Self Constructs

This paper examines the relationship between ethnocentrism and motivation in language learning, focusing on the Ideal L2-Self and Ought to L2-Self constructs of the L2 Motivational Self System. Additionally, the study examined the potential moderating effect of gender on the relationships between ethnocentrism and both the Ideal L2-Self and Ought to L2-Self constructs. The study included 113 students. Two questionnaires were used to collect data: an ethnocentrism questionnaire and a questionnaire assessing the Ideal L2-Self and Ought to L2-Self constructs. The results revealed a negative correlation between ethnocentrism and the Ideal L2-Self construct, indicating that as ethnocentrism increased, learners’ ideal selves in terms of language ability and future language use decreased. However, no significant relationship was found between ethnocentrism and the Ought to L2-Self construct. Furthermore, the influence of gender was not significant in moderating the relationship between ethnocentrism and the Ideal L2-Self or between ethnocentrism and the Ought to L2-Self construct. The research emphasizes the importance of tackling ethnocentrism in language learning settings and advocates for promoting intercultural understanding in language education. The study’s implications are discussed, and suggestions for future research are provided.

Accentuating the Enhanced Roles of Integrative and Instrumental Motivation in English Language Learning

A mass of studies has unfolded the accentuating role of motivation in promoting learning outcomes. However, those studies were focused on the quantified data exhibiting the significance of instrumental and integrative motivation without sufficiently delving into the impacts of these motivations. Thus, this study aimed to enhance the insights of the motivations’ role based on the learners’ perspectives. A qualitative approach was employed to examine the responses from 15 selected participants. Data was obtained from a one-on-one interview extracted from Gardner's Attitude/Motivation Test Battery (AMTB) and scrutinized using holistic and specifically focused analysis. The findings revealed that the two motivations aroused learning enjoyment, anxiety, earlier/regular exposures, and language habits. To some extent, integrative motivation promotes greater positive influences than instrumental motivation. Learners with integrative orientation were more regularly exposed to the language due to the internal desire to be directly engaged with the speaking group. Hence, they found learning more enjoyable and actively used it daily. In contrast, instrumentally motivated learners tended to be anxious as they were driven to attain external rewards and hardly enjoyed the learning process. They occasionally learned the language for a unique goal that lessened the language exposure. As a result, the integrative learners outperformed the instrumentally-oriented learners. However, the finding shows that both motivations should be synergized to expect better learning outcomes.

Chain-mediated effect of physical activity between Chinese language-based L2 motivational self-system and intended effort

The L2 Motivational Self System (L2MSS) determines an individual’s motivation in second language learning and influences the learning experience and intended effort. Although physical activity (PA) has been shown to enhance academic efficacy, the role of PA in whether it promotes second language learning efficacy has not been elucidated. Therefore, the present study examined PA as a mediator and explored its ameliorative effects in L2MSS. A total of 981 international students from different countries were selected from 8 universities in Beijing as research subjects and were surveyed by International Physical Activity Questionnaire (IPAQ), L2MSS, Learning Experience Scale, and Intended Effort Scale. Differences, correlations, and mediated model were analyzed by ANOVA, Pearson, and structural equation modeling (SEM). The proportions of PA in this study were comparable to those observed in previous studies, with the lowest prevalence of individuals exhibiting high levels of PA, followed by those with medium levels, and the highest prevalence of individuals with low levels. With the exception of ideal L2 self, PA had a significant enhancing effect on L2MSS, learning experience, and intended effort (F = 2.36, η²=0.05, ; F = 3.16, η²=0.04, ; F = 2.33, η²=0.05; P < 0.05), and was incrementally associated with ought-to l2 self, endeavor degree, and time spent (F = 4.23, η²=0.05, ; F = 7.21, η²=0.04, ; F = 5.93, η²=0.03; P < 0.01). In terms of correlations, there were general and significant positive correlations between PA and the rest of the indicators (r > 0.3, P < 0.05), except for learning desire and ought-to L2 self (r = 0.293). According to the SEM test, in addition to the direct effect of L2MSS on intended effort, the following paths existed: (1) ILS→PA→IE (effect=-0.265, ratio = 31.28%, 95%CI=[0.124, 0.527]), (2) OLS→PA→IE (effect = 0.179, ratio = 17.94%, 95%CI=[0.074, 0.256]), (3) ILS→PA→LE→IE (effect = 0.116, ratio = 10.69%, 95%CI=[0.042, 0.248]), (4) OLS→PA→LE→IE (effect = 0.108, ratio = 4.15%, 95%CI=[0.039, 0.126]). total indirect effect为0.304 (ratio = 59.61%, 95%CI=[0.069, 0.289]). (1) PA had an ameliorative effect on L2MSS, learning experience, and intended effort, and increasing PA level increased the significance of this effect. (2) PA level positively predicts L2MSS, learning experience, and intended effort. (3) PA is an important mediator in the process of L2MSS that influences the learning experience and intended effort, so MPA at least 3 days a week can increase the efficiency of second language learning. This study will provide a referable predictive model and a richer theoretical foundation for Chinese language learning and dissemination.

Exploring Saudi Teacher’s Readiness to Use Augmented Reality (AR) Technology to Teach English Language in Schools

This study seeks to investigate the readiness of Saudi teachers to use augmented reality (AR) technology to enhance English language instruction in secondary schools in Riyad, Saudi Arabia. With the increasing integration of technology into educational settings, AR technology has garnered considerable attention as a potential aid for engaging and motivating language learners. Throughout this research, ten Saudi English language teachers from selected secondary schools in Riyad were interviewed to collect data. The findings consistently indicate a resoundingly positive response to AR technology, with teachers keen to incorporate it into English language classes. In addition, the study revealed that Saudi teachers recognised several significant advantages of AR technology in English language teaching. These results suggest that AR has the potential to revolutionize traditional teaching methods and improve the educational experience for both teachers and students. English language teachers in the study area are eager to adopt AR technology as an effective instrument for teaching English in secondary schools. This study catalyzes future research and collaboration to effectively integrate AR technology into the English language curriculum, thereby transforming the way English is taught and learned in Saudi Arabian secondary schools.

The Mediating Role of an Extraversion Personality in the Relationship Between Language Learning Motivation and the Communicative Competence of Students

This study aimed to determine the mediating role of an extraversion personality in the relationship between language learning motivation and communicative competence in the Filipino subject among Grade 10 students in public schools in Sta. Maria, Davao Occidental. A non-experimental descriptive-correlation design was employed in the research. Data were collected from 400 students using three questionnaires as research instruments. Findings revealed that the levels of Language Learning Motivation and Communicative Competence were very high, while Extraversion Personality was high. There was also a significant relationship between language learning motivation and extraversion personality, language learning motivation and communicative competence, and between language learning motivation and communicative competence. Moreover, it was discovered that extraversion personality partially mediated the relationship between language learning motivation and communicative competence. Thus, teachers are encouraged to consider students’ communicative competence in senior high school by fostering meaningful language learning motivation and promoting extraversion personality traits.

Creative Writing in Foreign Language Learning: Systemic Literature Review

Creative competence as one of the transformative competencies in the future education framework 2030 must begin to be realized in foreign language learning, including writing skills. This study aims to map the position of creative writing in existing studies. The method used for tracing is NVivo as a coding tool. The 78 articles found are then selected by inclusion and exclusion categories to produce 25 articles for further coding. The results of the coding are then read and studied with four perspectives, namely the language that is the object of study, the problems for achieving creative competence, the solutions offered and the benefits that can be obtained to overcome emerging foreign language learning problems. The findings from this SLR indicate that the language which is the most dominant object of study is English. Linguistic problems in the context of discourse and demotivating non-linguistics are the dominant problems, while the solutions offered are mostly focused on creative writing strategies. The benefits obtained are the improvement of writing skills, language skills, motivation, and self-quality of foreign language learners. The research gap that can be mapped from the findings above is that attention to foreign languages other than English in creative writing research and discourse-based learning must be increased.

Application of Interactive Multimedia Assisted by Wordwall to Increase Learning Motivation and Student Learning Outcomes in Indonesian Language Learning

This research was conducted to describe the increase in student learning outcomes, describe the increase in learning motivation in Indonesian language learning and also describe the differences in results between children who learn by applying interactive multimedia with the help of wordwalls compared to children who learn with conventional media. The mixed method for testing student learning outcomes is carried out using normality tests, homogeneity and difference tests (t tests). Student learning outcomes in learning Indonesian using interactive multimedia with the help of wordwall are higher than those of children who learn with conventional media. It is hoped that teachers can apply and try more varied interactive multimedia, with the aim that student learning outcomes and character can be improved. Keywords: Interactive multimedia, Wordwall, Motivation to learn, Learning outcomes Indonesian

Examining the influence of teachers’ online teaching preparation on Chinese adult language learners: Testing the mediation of learner control and learning motivation

To explore the effects of online teaching preparation on Chinese adult language learners, this study used the Questionnaire Star platform to conduct a closed-ended survey of Chinese adults who participated in online foreign language courses. In total, 207 participants were obtained using random sampling. The survey incorporated the (teacher preparedness scale, self-control scale, learning motivation scale, and learning effect scale). The survey items were rated on a five-point Likert scale. SPSS and AMOS were used for reliability and validity analysis and hypothesis verification. The adult language learners’ perceptions of the online preparation predicted learning effect, and these effects were mediated by the learners’ self-control and learning motivations. Given these findings, teachers are encouraged to engage in online training. Additionally, online teaching preparation methods and online language learning courses should be improved. Teachers should evaluate the self-control of Chinese adult language learners in online courses and provide sufficient academic guidance. Teachers should also determine the learning motivation of Chinese adult language learners, apply incentives and assessment methods, and increase learners’ interest to improve online language learning.

Poe or Gemini for fostering writing skills in Japanese upper‐intermediate learners: Uncovering the consequences on positive emotions, boredom to write, academic self‐efficacy and writing development

AbstractThe integration of AI‐based platforms, such as Poe and Gemini, into language instruction has garnered increasing attention for their potential to enhance writing skills. Despite this interest, little is known about their effects on EFL learners' positive emotions (PEs), academic self‐efficacy and boredom in writing. Addressing this gap, the present study investigated the effectiveness of Poe and Gemini in developing writing skills and explored their impact on learners' PEs, academic self‐efficacy and boredom among learners at the upper‐intermediate level. For this purpose, a total of 519 Japanese upper‐intermediate EFL learners were randomly assigned to three groups: (1) Poe‐assisted writing instruction; (2) Gemini‐assisted writing instruction; and (3) a control group (CG) receiving traditional instruction. The study employed a mixed‐methods design, incorporating both quantitative and qualitative data collection. Writing development was assessed through pre‐ and post‐tests, while learners' emotions, boredom and academic self‐efficacy were measured using validated scales. Additionally, qualitative data were gathered through interviews and analysed using coding and thematic analysis to understand learners' attitudes and perceptions. Quantitative data were analysed using ANOVA and MANOVA to compare the outcomes across the three groups. The findings revealed that both Poe and Gemini significantly improved learners' writing skills compared to the CG, with no substantial differences in effectiveness between the two platforms. Participants in the Poe and Gemini groups reported heightened PEs and increased academic self‐efficacy, alongside reduced boredom during writing tasks. The qualitative findings corroborated these results, highlighting the platforms' role in fostering greater enthusiasm, engagement, autonomy and motivation in English language learning. The study concludes by offering a range of implications for different stakeholders.

Impact of communication anxiety on L2 WTC of middle school students: Mediating effects of growth language mindset and language learning motivation.

Previous research has shown a connection between communication anxiety and willingness to communicate (WTC) among English as a foreign/second language (L2) learners. Nonetheless, the potential mediating roles of learners' beliefs like growth language mindset and language learning motivation have not been thoroughly investigated, particularly in the context of middle school language learners. This study aimed to explore the relationship between communication anxiety and L2 WTC by considering the mediating roles of growth language mindset and language learning motivation. To achieve this goal, an online survey was administered to 847 participants from five middle schools in eastern China. Structural equation modeling was employed to analyze the collected data. The findings revealed that L2 WTC was negatively impacted by communication anxiety and growth language mindset, while positively influenced by language learning motivation. Additionally, communication anxiety had a negative effect on both growth language mindset and language learning motivation, whereas growth language mindset exerted a positive effect on language learning motivation. Moreover, either individually or synergistically, growth language mindset and language learning motivation played mediating roles in the relationship between communication anxiety and L2 WTC. These research findings have significant implications for understanding the interrelationship among the variables, offering an innovative perspective on the mediating effects of growth language mindset and language learning motivation on communication anxiety and WTC among secondary school students. Consequently, this study provides valuable insights for language learning and instruction among middle school students and teachers.

The Trends of English Language Teaching After Pandemic Covid-19: A Review of Second Language Acquisition Methods for Online Approach

The study pursues the shift of trends in English language teaching (ELT) as a second language after COVID-19 in Pakistan. COVID-19 has changed the world in various means, similarly, the teaching methods are also changed. This study encounters the problems ELT teachers and students face following the procedures of Second Language Teaching i.e., English language teaching during online classrooms. For example, teachers need professional training to tackle many students creatively. It becomes challenging for them to follow second language approaches to teach specific skills to students. Teachers can create a natural and motivational environment for the learners in online classrooms if the online classrooms are fully equipped with resources. The aim is to highlight where developed countries enjoy the advantages of online teaching and learning, Pakistan faces disadvantages and several challenges due to poor infrastructure of technology in education and internet unavailability. The study uses a quantitative approach. The questionnaires were distributed among 30 English language teachers affiliated with well-known government/ private institutes of Pakistan, Sindh region. They were given close-ended questions related to their teaching styles and methods in online classrooms for four skills. The responses were analyzed. The results outcomes some key facts as a priority and challenges for the development of a Second language teaching and learning via online approach. The results also emphasize that English language teachers have trouble teaching grammar rules via an online approach. The finding concluded that the online teaching approach requires a bundle of resources i.e., quizzes, PowerPoint presentations, online games, and samples of the writing and reading tasks for sustaining students’ motivation for second language learning.

The Role of Self-Regulation and Motivation in Secondary School Students’ English Self-Efficacy

The purpose of this research is to examine the role of self-regulation and motivation in the English self-efficacy of secondary school students and to investigate their relationship with various independent variables. This research aims to identify the factors influencing English proficiency in Türkiye and contribute to the consideration of these factors in the regulations made to improve language education in order to enhance the level of English language education. The research is conducted according to the correlational survey method. The sample of the research consists of 580 secondary school students studying in state schools affiliated with the Ministry of National Education in Kayseri province in the 2022-2023 academic year. In the research, “English Language Skills Self-Efficacy Scale”, “Perceived Self-Regulation Scale”, “Foreign Language Learning Motivation Scale” and “Personal Information Form” were used as data collection tools. In addition to descriptive statistics, t-test, Analysis of Variance, Tukey HSD multiple comparison test, and Stepwise Multiple Regression Analysis were used for data analysis. As a result of the research, it was found that secondary school students’ self-regulation skills, foreign language learning motivation, students’ gender, grade level, parental education level, family income level, the place where most of their life is spent, and English report card grade were significant variables in explaining their English self-efficacy.

The Role of Motivation in Second Language Learning

It has been observed that motivation plays a significant role in the learning of a second language (L2). In learning a second language, motivation impacts the engagement, determination, ability, and performance of the learner. A significant number of studies are available on second language learning, but limited research is available to explore the relationship between intrinsic and extrinsic motivation and the impact of instructional methodologies or techniques on English language acquisition. Thereby, applying quantitative methodology comprising a standardized questionnaire, the current study aims to explore the methods to improve teaching and language learning, the relationship between intrinsic and extrinsic motivation and the impact of instructional methodologies on English language acquisition. The study highlighted that there is a strong relationship between motivation and ability, and high motivation levels are mostly influenced by effective teaching strategies. It also explained how crucial supportive classroom environments are and how important teaching materials are in improving motivation. The findings suggest that a variety of teaching approaches can enhance the chances of acquiring or learning a second language.

Exploring the relationship between artificial intelligence literacy and English language learning motivation

Artificial intelligence has been transforming every field of life. It's critical to comprehend how artificial intelligence affects foreign language learning. Artificial intelligence can improve real-time feedback and individualized learning experiences, which may boost student motivation. The study assesses students' artificial intelligence literacy and English language learning motivation levels. Data were gathered through in-person surveys from 397 participants using the Artificial Intelligence Literacy and the English Language Learning Motivation Scales. The findings showed that English language learning motivation (65.02) and literacy in artificial intelligence (61.95) were above average. There were statistically significant positive correlations between total scores of English language learning motivation and artificial intelligence literacy (p &lt; 0.01). These results imply that a greater motivation to learn English is related to a better level of artificial intelligence literacy. Also, incorporating artificial intelligence into language instruction can improve students' motivation and engagement. More research to examine other variables impacting this relationship is also needed. The results may offer insightful information to educators and legislators who seek to enhance artificial intelligence literacy and foreign language instruction in a quickly changing educational environment.

The Impact of the Zuvio Blended Literature Circle on EFL Students' Motivation and Self-Efficacy

This study investigates the integration of Zuvio Blended Literature Circle in English language instruction, focusing on enhancing learning motivation and self-efficacy among lower-intermediate students in large classrooms. The quasi-experimental research involved 105 university students over a semester, using mixed methods. Quantitative findings showed significant improvements in learning motivation (average scores rising from 75.07 to 81.91, p&amp;lt;.001) and self-efficacy (scores increasing from 90.11 to 94.70, p&amp;lt;.001). Qualitative data revealed enhanced classroom dynamics, with students showing greater initiative and supportive peer interactions. The incorporation of both expository and narrative texts enriched linguistic input and prompted discussions on various themes. Results indicate that the Zuvio Blended Literature Circle effectively addresses instructional challenges in large-class settings, significantly boosting students' motivation and self-efficacy in language learning. This study provides valuable insights for improving English education in similar contexts.

The Motivations of Non-English Major Students: A Case Study at a Private University in Ho Chi Minh City

Motivation is considered as attitudes toward the teacher, students, coursework, curriculum-related activities, and all other elements of the state in which a language is taught. This definition of motivation in language learning emphasizes that it is a complex concept because motivation is not only the cognitive attitude of the learner but also related to many other factors, such as teachers, curriculum, and other elements of the learning environment (Gardner, 1985). This study aims to identify the motivations of second-year non-English major students at a private university in Ho Chi Minh City and the factors that significantly influence their learning motivation. Data were collected from 200 students through a questionnaire, which was developed based on the results of group interviews with 10 students. The research applied a mix-methods approach. The findings indicate that extrinsic motivation strongly influences students’ language learning, with factors as job opportunity, learning environment, and teaching method having a positive impact. Based on these findings, the study proposes strategies to leverage extrinsic motivation to enhance students’ learning outcomes.

Analisis Faktor Demotivasi Mahasiswa dalam Mendalami Bahasa Arab : Studi Kasus Mahasiswa Pendidikan Bahasa Arab Universitas Islam Negeri Sumatra Utara)

The problem behind this research is the decline in motivation in studying Arabic among PBA students in 2021 UINSU. The purpose of this research is to find out what factors are behind demotivation in studying Arabic among PBA 2 students of Stambuk 2021 UINSU. This research hopes to perfect previous studies and so that educators can develop strategies in reviving the motivation of Arabic language learners. The method used in this research is a qualitative method. The data collection technique is by conducting observations and interviews with PBA 2 students of 2021 UINSU. The data collected were then analyzed and grouped based on the similarity of the informants' answer patterns. The results of this study indicate that the factors behind student demotivation in studying Arabic are; First. The burden of the Academy. Second; Learning Methods. Third; Arabic language complexity. Fourth; Not having a language environment. Fifth. Teacher's personality. Sixth. Economic Factors.

Popular Cultural Texts (Film, Tv Shows) in Shaping Language Learners' Identities and Attitudes Towards the Target Language Culture: an Approach to Advancing SDG 4 - Quality Education

Objective: This study is to investigate the ways in which popular culture texts (film, television shows) shape language learners’ identities and attitudes towards the target language culture. The study aims to explore how movies and television shows influence and shape language learners' identities and attitudes toward the target culture. Theoretical Framework: The main concepts and theories are based on Geert Hofstede’s Onion Culture Model. This model provides a solid basis for understanding the context of the investigation. Methods: This study uses a qualitative research approach, using secondary content analysis to build a model of learners’ attitudes and identities, and then presents the results obtained from the analysis of this model. Results and Discussion: The findings indicate that target cultural values have a significant impact on learners’ attitudes, resulting in both favorable and unfavorable impacts on cultural immersion. These findings highlight the important role of popular culture texts in motivating language learners and shaping their attitudes and identities. Research implications: This study investigates the influence of films as well as television shows on culturally relevant foreign language teaching and learning activities. Popular culture texts play a crucial role in promoting cultural awareness and molding the attitudes and identities of learners. It contributes to revealing an approach to advancing SDG 4—Quality Education. Originality/Value: The study confirms that popular culture materials in language instruction can enhance learners’ cultural awareness and the overall language acquisition process. This study also demonstrates the use of popular culture texts in shaping language learners’ cultural and identity.

Exploring Types of Language Learning Motivation among EFL Students: Insights from Rwandan High Schools

Motivation in language learning is a critical area of study since motivation greatly impacts second language acquisition. Socio-Educational Model theory explains motivation to learn a second language in two main types: integrative and instrumental motivation. Many studies have explored motivation in language learning, but such studies are deficient in the case of Rwandan EFL learners. This study analyses the motivational types that inspire students during learning and investigates the motivation factors for EFL learning. This descriptive study, which involves a class from a Rwandan high school of Groupe Scolaire Nyamirama, uses both a qualitative and quantitative design. The information was gathered using open-ended questionnaires and closed-ended questionnaires. The results indicated that instrumental and integrative motivation significantly influences students’ EFL learning process. However, it showed that instrumental motivation was major in EFL learning. Additionally, according to the data, twelve motivational factors were identified from students and ten from teachers regarding teaching strategies and teacher-student interactions, all which impact students during the learning process. However, because motivational variables and motivational types rely on context, it is recommended that a study on this topic be conducted in a different setting.

CULTURAL ASPECTS AND INNOVATIVE TECHNOLOGIES: THE IMPACT OF MONDLY VR ON LANGUAGE LEARNING

This study is devoted to assessing the impact of the Mondly VR program on foreign language learning and student motivation in various cultural contexts. As part of the first stage, a quasi-experimental study was conducted using pre-and post-tests, as well as a control group. The participants were 34 students studying a second foreign language. The results showed a significant improvement in the vocabulary of students using Mondly VR, compared with traditional teaching methods. In the second stage of the study, three focus groups were organized, consisting of students from Kazakhstan, Kyrgyzstan, and Thailand. Participants discussed the impact of Mondly VR on their motivation, confidence in communication, and enjoyment of the learning process. The main topics of discussion included engagement in learning, career prospects, social connections, and practical application of language. Data analysis revealed both common and unique aspects of VR perception depending on the cultural context. In general, the results of the study emphasize the potential of virtual reality as an effective tool in language teaching, as well as the need to take into account cultural factors to optimize educational methods. The results suggest that the integration of technologies such as Mondly VR can not only improve language acquisition, but also create a more interactive and enjoyable learning environment.