Language Learning Motivation Research Articles

Unleashing EFL Learning in The Digital Age: Online Resources and Student Engagement

When it comes to teaching and learning English, teachers and students face several challenges, particularly in terms of fatigue and uncertainty. As a result of this situation, English teachers must emphasize their concerns about using appropriate resources in English subjects in schools and colleges, such as using online learning resources to increase students' motivation to learn EFL. This present study is aimed at: (1) exploring the teaching materials, media, methods, strategies, teaching procedures/learning activities, and the assessments used in online learning resources to increase students’ motivation in EFL learning, and (2) investigating information in terms of students’ motivation documented with literature data serving as the primary source of information. While, the type of research was content analysis. The results show that through the use of relevant and engaging content, combined with technology-based tools and a student-centered approach, a dynamic learning environment is created. Therefore, the adaptability of assessments and learning activities to students' needs further supports their language development, fostering motivation and achievement in English language learning. Overall, a holistic approach that integrates these elements proves to be highly effective in promoting English proficiency through online resources.

Self-determination across the secondary-school years: how teachers and curriculum policy affect language learners’ motivation

ABSTRACT Motivation is argued to be a critical predictor of language learning success, but it is not clear whether motivation is equally relevant across compulsory and optional language education contexts. This study explored the motivation of adolescent Anglophone students of other languages across secondary school year groups with a particular interest in the impact of choice and curricular structure. Based on Self-Determination Theory, we developed a model that maintains that perceptions of autonomy support predict learners' sense of autonomy, in turn enhancings motivation. Through a survey of 1775 students aged 11-16, we tested whether this model holds for learners from different year groups, and in later years, across those in schools with and without mandatory language education. We found that all learners reported less autonomy frustration and were more likely to report a more autonomous form of language learning motivation if they perceived their language teacher as autonomy-supportive, but that as learners progressed through school perceptions of autonomy support declined. Further, we found that motivation was strongly associated with curriculum policies providing choice. These differences in motivational profiles across year group have implications for how teachers might support students' across different years and for programmatic adaptations that might facilitate students' learning.

English Language Learning Motivation Among University of Raparin Students.

This current research aims to explore diverse motivation factors of learning English language among Raparin University students and the degree of these factors as well. The data was collected from 100 learners of English through a derived questionnaire which was designed on Likert Scale. The two methods of quantitative and qualitative have been used. The data is analyzed by SPSS software which provides accurate statistical analysis. According to the findings, intrinsic interest, Integrative Orientation, and instrumental motivation are the main factors that encouraged leaners to learn English as a worldwide spoken language. Recognizing and understanding these main motivational factors help the English language instructors to be more effective and make their students as active as possible.

Transformation of Student Motivation Through the Use of Quizizz in Language Learning: A Longitudinal Approach in Secondary Education

This study aims to explore the transformation of student motivation in language learning through the use of the Quizizz gamification platform with a longitudinal approach. Quizizz was chosen because of its gamification elements that can increase student engagement and motivation to learn. A quantitative approach with an experimental design was used to measure changes in students' motivation in the experimental group using Quizizz and the control group using conventional learning methods. A total of 60 high school students participated in the study, with motivation measurements taken at the beginning, middle, and end of the semester. The results showed that the use of Quizizz significantly increased student motivation in the long term compared to conventional methods, with a steady increase at each measurement point. Further analysis showed a positive correlation between gamification elements in Quizizz, such as points and leaderboards, and students' intrinsic motivation. All research hypotheses were accepted, which confirms that Quizizz is not only effective in increasing students' motivation to learn but also maintaining their enthusiasm for learning the language. This research makes an important contribution to the use of digital platforms in education, as well as supporting the implementation of the Independent Curriculum that encourages flexibility and a student-centered learning approach. Quizizz as a gamification platform can be an effective tool in language learning at the secondary education level, potentially increasing student motivation on an ongoing basis.

Development of a Chatbot and Evaluation of Its Effects on Learning and Intrinsic Motivation of a Public Secondary School's Spanish Language Learners

Development of a Chatbot and Evaluation of Its Effects on Learning and Intrinsic Motivation of a Public Secondary School's Spanish Language Learners

Exploring Demotivating Factors at Different Stages of Learning Chinese as a Second Language: A Case Study of European Adult Learners

Demotivation has emerged as a significant issue in second language learning, leading learners to pause, slow down, or even abandon their studies. In L2 Chinese education, numerous empirical studies have focused on motivating factors, but few have explored demotivation, particularly among informal adult learners. Despite that their motivational changes could offer valuable insights into language education, this group has not received sufficient attention from researchers. Drawing on Van den Branden’s (2022) integrated language learning motivation model, this study reports a qualitative analysis of demotivating factors based on interviews with three European adult Chinese learners at primary, intermediate, and advanced levels. The findings reveal that dominant demotivating factors varied across different stages of learning, and the impact of co-existing demotivating factors shifted throughout the process. Demotivating factors emerged intensively in the stage when L2 Chinese learners mastered the basics and began applying the language in real-life contexts. When these negative factors were not addressed in a timely manner, they significantly diminished motivation; conversely, timely intervention mitigated their impact. The study also found that demotivating factors often originate from the negative development of motivating factors, with negative perceptions of success and value being the most influential. However, these factors do not necessarily lead to demotivation or abandonment of learning. Finally, a revised multi-level language learning motivation model is proposed, positioning demotivation and motivation on a continuum.

The Influence of Intercultural Communication Competence on College Students’ English Language Learning Motivation at Jiangxi, China: Mediated by Cultural Exposure

The Influence of Intercultural Communication Competence on College Students’ English Language Learning Motivation at Jiangxi, China: Mediated by Cultural Exposure

Investigating Korean Language Learning Motivations: Trend and Implications

ABSTRACT Due in part to the influence of Hallyu, student enrollment in Korean language courses at universities across America has skyrocketed. This study examines the various motivations college students have for studying the Korean language, paying particular attention to three variables. Six hundred and fifty-three responses collected for over 5 years in Korean language courses at an American university were categorized via an original framework for language learning motivations and analyzed using descriptive statistics to see a trend. The results demonstrated that the popularity of the various motivation categories differed noticeably by course level, gender, and heritage/nonheritage learner background. The desire to become a global citizen through travel and consume Korean popular culture drove many beginners to learn Korean, whereas students in the higher-level courses tended to be motivated either by a desire to connect with their families (for heritage learners) or by career prospects associated with Korean language proficiency (for nonheritage learners). Familial connections were also an important motivation for male students, whereas female students tended to note interests in Korean popular culture as most important. The study suggests that similar data at other universities could be useful in developing and utilizing effective curricular resources to motivate and retain Korean language learners.

Integrating Pop Music in English Language Teaching to Enhance Listening, Vocabulary, and Cultural Awareness Among Learners

This study explores the efficacy of using popular music as a pedagogical tool in English language classrooms. Drawing from linguistic theory and empirical evidence, the study examines how integrating pop songs can enhance students' listening skills, vocabulary acquisition, pronunciation, and cultural awareness. Through a mixed-methods approach, including surveys, observational studies, and comparative analysis, we evaluate the impact of pop music on language retention and learner engagement. Findings suggest that students who engage with music show improved comprehension and increased motivation in language learning.

The Attitude toward Teacher Digital Media in English Language Teaching

The increasing integration of digital media in education has opened new pathways for enhancing student engagement, particularly in English reading classes. This study aims to explore students' attitudes toward using digital media in reading lessons, focusing on its impact on motivation and accessibility in English language learning. Utilizing a descriptive qualitative approach, this research was conducted in a State Junior High School in Sleman, with data collected from ten students through interviews, observations, and questionnaires. The data were analyzed using thematic analysis to uncover recurring patterns related to student experiences with digital media. The findings reveal that students generally respond positively to digital media, appreciating its flexibility and access to diverse reading resources. Digital media facilitates engaging, interactive learning and enables students to study independently outside the classroom, breaking the limitations of time and space. The study concludes that digital media has significant potential to enhance motivation and foster a more inclusive, accessible learning environment. However, challenges remain regarding digital literacy and consistent technology access. Future research could explore the long-term impact of digital media on reading proficiency and strategies to support broader implementation in under-resourced schools.

Understanding Language Learning Motivation from a Dual Analytical Lens: Combining Activity Theory and Life Capital

AbstractSecond language (L2) motivation has long been regarded as one of the requisites for and predictors of success in L2 learning. The scholarship on L2 motivation has grown steadily over the past 60 years, yielding several theories through a range of methods. Building upon this tradition, this paper proposes a methodological contribution to the thriving L2 motivation research arena. Specifically, we suggest a new analytical approach which combines Activity Theory with the methodological lens of ‘life capital'. We illustrate this approach through an L2 learner's narrative, taken from a larger study, with a focus on their experience of learning English over thirteen years. We argue that adopting life capital as an additional analytical layer alongside Activity Theory not only allows us to tackle methodological challenges previously associated with Activity Theory, but also offers a more nuanced understanding of motivational trajectories in L2 learning.

Language Learning Motivation in Post-Secondary Courses: English, German, Spanish, Japanese, and Multilingualism

This study explores the motivational profiles of students enrolled in language courses at the post-secondary level, emphasizing the role of the ideal multilingual self. A sample of 280 learners across English, German, Spanish, and Japanese courses participated in the research. Drawing from the L2 Motivational Self System framework and integrating the concept of the ideal multilingual self, the study utilized a questionnaire to investigate the sources of language learning motivation. The findings revealed English and German as the predominant language choices, primarily influenced by external factors such as academic requirements and societal expectations. In contrast, learners engaged in less commonly taught languages, particularly Japanese, demonstrated heightened intrinsic motivation and a more explicit ideal multilingual self-concept. This trend highlights the significance of multilingualism in shaping learners' motivational profiles, with learners of less commonly taught languages expressing a stronger inclination towards linguistic versatility and proficiency. Moreover, the study revealed a positive correlation between speaking multiple languages and the aspiration for multilingualism, suggesting that learners with multilingual backgrounds are more inclined toward embracing linguistic diversity. These findings contribute to understanding the dynamic relationship between language choice, motivational factors, and the ideal multilingual self-concept in the context of post-secondary language education.

Differences in Second Language Learning Motivation

Differences in Second Language Learning Motivation

Incorporating Gamification in Second Language Learning: A Bibliometric Analysis

In the contemporary digital era, the utilization of gaming has emerged as a prevalent method for actively engaging students in the learning processes at various levels of academic curricula and within the broader educational community. This trend is particularly pronounced in English language teaching curricula, especially among learners whose mother tongue is not the English language. The judicious incorporation of gaming activities into courses pertaining to English as a second language (ESL) holds substantial promise for augmenting student learning, motivation, and knowledge acquisition across diverse disciplines. The present study conducts a bibliometric analysis focused on the utilization of gamification in ESL teaching and learning. The study's primary objective is to furnish a descriptive analysis of scholarly documents, authors, citations, and interconnections among authors. To achieve this objective, data extracted from the Scopus database are subjected to analysis. In addition to descriptive analyses, the extracted data undergo scrutiny using the VOSviewer software, facilitating the discernment of visual representations encompassing authors' interconnections, keywords connectedness and clusters indicative of research topics within the examined scholarly landscape. Using bibliometric analysis techniques, our investigation of the citation relationships among 61 publications has successfully identified two predominant themes influenced by gamification: language learning and student motivation. The discernible evidence of a rising number of publications focusing on gamification and ESL within the examined literature highlights the growing significance of this intersection. This study holds practical implications for serious game designers, English language educators, and educational institutions.

Implementation of Direct Correction Technique in Improving Students’ Motivation towards Arabic Language Learning at MTs Muhammadiyah Pasui

Direct correction technique is part of the evaluation method that has an important role in improving language mastery, and has implications for increasing student motivation. This study aims to analyse whether Direct correction can increase students’ learning motivation in Arabic language learning with the object of research at Islamic Junior High School (MTs) Muhammadiyah Pasui. Then there are two problem formulations. First, what are the factors or obstacles that affect Arabic language learning at MTs Muhammadiyah Pasui. Second, how Direct correction increases the motivation of learning Arabic vocabulary of MTs Muhammadiyah Pasui students’. To answer the research problem, this research uses a descriptive Quantitative method with data collection methods using interviews and questionnaires. The analysis technique uses validity test and reliability test. This study concluded that first, students’ obstacles in learning are influenced by the lack of mufradat vocabulary and the majority of students’ have difficulty in reading the Qur'an, which has an impact on their inability to identify letters. Second, students’ lack of interest is influenced by students’ low level of understanding of the material, with the application of Direct correction teachers can measure students’ level of understanding and students’ can immediately correct mistakes after evaluation activities. Third, with the application of Direct correction the teacher is able to foster student learning motivation, the indicators are that students’ are active in learning, students’ pay more attention to learning, students’ become more excited and feel facilitated.

A Correlational Study on Openness to Experience Trait, Attitude and SLA Proficiency of Chinese Undergraduate Students Based on Socio- educational Model: A Research Proposal

This study took a comprehensive approach to investigate the correlation between personality traits (openness to experience), attitudes towards second language acquisition (SLA), and SLA ability among Chinese undergraduate EFL students. The study utilized the Big-Five personality test, attitude questionnaire, and speaking interviews with 35 participants, ensuring a thorough exploration of the subject. Based on socio-educational model, the study found a strong correlation between

Chinese heritage language motivation: a study of motivation development in a multicultural context.

This study investigated motivation of Chinese heritage language (CHL) learners with diverse Chinese language backgrounds at an American university. Using a mixed-methods design, it examined the factors that motivated CHL learners to enroll in Chinese courses and continue their studies. The Study explored interactions that enhanced the learning experience and self identity development. A survey was conducted, followed by individual interviews. The results identified five motivation factors significantly correlated to the ideal L2 self, which functions as an anchor. The ideal L2 self was the strongest predictor of intended effort via positive attitude. The classroom-related experience was another significant predictor of intended effort. Interview data highlighted the dynamic interplay between sociocultural contexts and learner-environment interactions which provokes motivation development and strengthens identity reconstruction and future self-guides. In the process, the learner continuously constructs and consolidates the identity as "Chinese" relating to family and culture. Lastly, the anti-ought-to L2 self, characterized by reactions to "others," emerged in dynamic interactions between learners and contexts. This motive inspired the learner to continuously develop the possible self and gain positive learning experiences.

Language Teaching and Curricular Practices: A Comprehensive Literature Review

Language teaching has evolved over the decades, driven by advancements in educational theories and the growing need for learners to communicate effectively in a globalized world. Curricular practices in language education have shifted from traditional grammar-based approaches to more communicative and task-oriented models. However, the implementation of these curricula varies across different contexts, raising questions about their effectiveness and adaptability. This comprehensive literature review aims to analyze the current trends, challenges, and best practices in language teaching and curriculum design. By synthesizing findings from empirical studies, the review examines how various curricular approaches impact language proficiency, learner engagement, and teaching methodologies. The study also explores the role of institutional support and teacher training in facilitating successful language education reforms. The review finds that communicative and task-based curricula significantly improve language proficiency and learner motivation. However, successful implementation requires adequate teacher preparation, appropriate resource allocation, and flexibility in curriculum design. Additionally, challenges such as cultural differences, institutional rigidity, and assessment practices can hinder the effectiveness of innovative curricular models. In conclusion, while communicative and task-based approaches show promise, their success is highly context-dependent. Future research should focus on developing adaptable curriculum models that accommodate diverse educational settings and explore long-term outcomes of these approaches.

A Comprehensive Review of Communicative Language Teaching (CLT) in Modern Classrooms

Communicative Language Teaching (CLT) has become a dominant methodology in language education, emphasizing interaction and practical communication skills over traditional grammar-focused approaches. With the increasing need for language learners to develop real-world communicative competence, CLT has been widely adopted in modern classrooms across various educational contexts. However, its implementation faces challenges such as cultural differences, teacher preparedness, and institutional constraints. This comprehensive review aims to evaluate the effectiveness and challenges of CLT in contemporary language teaching settings. This study uses a systematic review methodology, analyzing research articles, case studies, and reports published in the last two decades. The review focuses on both qualitative and quantitative studies that assess CLT’s impact on language proficiency, learner motivation, and classroom engagement. It also explores barriers to successful CLT implementation, including teacher training and resource limitations. The findings suggest that CLT has a significant positive impact on learners’ communicative competence and motivation, especially in immersive environments. However, the success of CLT varies depending on the classroom context, cultural backgrounds, and teacher expertise. Moreover, while CLT fosters a more interactive learning experience, challenges such as inadequate teacher training and a lack of suitable materials often hinder its full potential. In conclusion, CLT remains an effective approach to language teaching, but its success is contingent on overcoming implementation barriers. Further research is needed to address these challenges and to explore how CLT can be adapted to different learning environments.

The Socio-Educational Model: An Evidence-Based Re-evaluation

Abstract The socio-educational model suggests that social milieu influences individual characteristics, which in turn affect engagement in learning contexts, ultimately impacting linguistic and non-linguistic outcomes. Operationalized representations of the model tend to focus on relations among integrativeness, attitudes to the learning situation, motivation, language anxiety, and language achievement. While objections to the model exist, recent work has challenged their persuasiveness, and as such, it seems appropriate to re-evaluate the model using new data to elucidate its continuing utility in understanding second language outcomes. The objective of this study was therefore to measure the levels of the aforementioned constructs in an international sample and to determine the degree to which they covaried as predicted by the model. A structural equation modelling study of 278 Malaysian high school students studying English compulsorily in national secondary schools in Malaysia found substantial levels of model constructs and statistically significant relationships between them, implying the model’s potential ongoing utility. Implications for second language learning theorization, educational policy, curriculum design, teaching strategies, global language learning contexts, and further research are explored.