Relevant bibliographies by topics / Language learning motivation

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language learning motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Language learning motivation"

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Rahman, Diana S., and Wening Sahayu. "How do foreign language teachers motivate students in language learning?" Studies in English Language and Education 7, no. 1 (March 2, 2020): 181–93. http://dx.doi.org/10.24815/siele.v7i1.15586.

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Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.
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Campbell, Elizabeth, and Neomy Storch. "The changing face of motivation." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 166–92. http://dx.doi.org/10.1075/aral.34.2.03cam.

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Motivation to learn a second language (L2) is considered a crucial individual factor in explaining success or lack thereof in second language learning. This study examined learners’ motivation to learn Chinese as a second language (L2). The study was longitudinal and cross-sectional. Interviews were conducted with learners at different year levels over the course of a university semester to analyse motivation to choose a particular L2, how motivation changes over time, and factors contributing to that change. The study found that motivation is diverse, complex, and undergoes many fluctuations. Motivation to begin language study was related to both past L2 learning experiences and personal goals. Once language study began, factors related to the learning environment were the most important factors to impact on motivation, and were also most likely to demotivate learners. However, when learners had a clear future image of themselves as speakers of the L2, they were able to continue motivating themselves, regardless of the demotivation stemming from their learning environment. These findings lend some support for Dörnyei’s (2005, 2009) L2 Motivational Self-System theory, which highlights the importance of the ideal L2 self as a powerful motivator to learn an L2.
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Wu, Jiali. "A Study on English Learning Motivation and Vocabulary Learning Strategies of Excellent English Graduates." International Journal of Languages, Literature and Linguistics 7, no. 4 (December 2021): 177–81. http://dx.doi.org/10.18178/ijlll.2021.7.4.308.

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Vocabulary is the basic building block of language, and the acquisition of a language relies on vocabulary. In acquiring vocabulary, the adoption of vocabulary learning strategies is an important affecting factor. The relationship between vocabulary learning strategy and vocabulary knowledge has been the focus of researchers. Motivation also has a significant impact on language learning. The paper aims to explore excellent English graduates’ English learning motivation and vocabulary strategies. Two separate questionnaires are used to investigate different motivations and vocabulary learning strategies of English majors. In designing the motivation questionnaire, Gao Yihong’s questionnaire is used as a reference and in designing the vocabulary learning questionnaire, the paper mainly follows O’Malley and Chamot’s study. Through analysis, the study reveals the following findings: Firstly, with the least mean value exceeded 2.4, all kinds of vocabulary learning strategies were adopted by excellent English majors while learning vocabulary. Meta-cognitive (M=3.614035088) strategies and cognitive (M=3.633684211) strategies were preferred. Secondly, for the situation of learning motivations, situational motivations (M=3.858695652) were the highest. With the mean value of 3.432065217, instrumental motivations were the lowest motivation among the three types of motivations. Especially achievement motivation, it was the least held motivation by excellent English majors.
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Sylvén, Liss Kerstin, and Amy S. Thompson. "Language learning motivation and CLIL." Journal of Immersion and Content-Based Language Education 3, no. 1 (February 9, 2015): 28–50. http://dx.doi.org/10.1075/jicb.3.1.02syl.

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Language learning is multifaceted, and within Second Language Acquisition (SLA) research, motivation is one of the most frequently studied aspects. The impetus of the current study is to further explore second language learning motivation as well as its impact on the language acquisition process within the context of Content and Language Integrated Learning (CLIL). This study uses Dörnyei’s (2009) framework of the L2 Motivational Self System from which the Motivational Factors Questionnaire (MFQ) has been created and validated by Ryan (2009). This study was conducted at the high school level in Sweden and includes students enrolled in CLIL programs (N = 109) and non-CLIL programs (N = 68) at three different schools. In this paper, the subcategories of the MFQ are analyzed using one-way ANOVAs with CLIL/non-CLIL, L1, and gender as the independent variables. The results indicate that there are differences in attitudes and motivation of CLIL vs. non-CLIL students.
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Ismoiljonov, Sh. "Second language learning motivation." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 170–71. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp170-171.

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In today's world, where foreign language has become so important recently and the borders are becoming more transparent day by day in the global world, he draws attention to the fact that foreign language is a necessity for every student who wants to cross national borders, and besides the cultural accumulation that learning a foreign language adds to one's self, self-confidence and a stance. It should be emphasized that it means.
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Smyrnova, Maya, Larysa Afanasieva, and Iryna Miroshnychenko. "MOTIVATION AS A KEY COMPONENT OF LEARNING A FOREIGN LANGUAGE AT A TECHNICAL UNIVERSITY (FROM THE TEACHING EXPERIENCE OF GERMAN LANGUAGE)." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 234–39. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-234-239.

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This article deals with the growing role of foreign languages in modern society, about the urgent problem of motivation in the study of foreign languages on the example of the German language at a technical university, about ways to increase it. Various approaches to the study of the problem of motivation by scientists from different countries are described. The main factors contributing to the formation of motivation for learning a foreign language (German) are analysed. The authors of the article consider motivation in learning a foreign language as an internal driving force that makes a student spend time and effort in learning a foreign language. Knowledge of foreign languages is becoming one of the main factors of both socio-economic and general cultural progress of society. The individualization of the learning process is shown to a high degree, when a large number of internal and external variables that interact with each other play a huge role in the study of a foreign language. A very important factor in this context is student motivation, as not only an incentive to learn a language, but also as a lever that promotes learning. The types of motivations, the difference between the concepts of “motivation” and “motive” are described in details. The motive is shown as a subjective psychological reality. Motivation depends on human relationships. On the one hand, this is intrinsic motivation, i.e. a set of internal, psychological factors that determine and direct human behaviour. On the other hand, motivation can depend on human relationships, that is, be external. The authors of the article show that motivation is the main component of learning activities. It is intrinsic motivation that leads to the best results in studies, but it is necessary to develop both types of motivations in students. The study substantiates the conclusion that the motivation of students to learn a foreign language (German) is absolutely necessary to develop throughout the entire learning process. The article is of particular interest foreign language teachers, linguists.
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Utkir, Muradov, Kadirova Nilufar, Ikramova Ra’no, and Kuchkeldiyeva Umida. "The Role Of Motivation In Learning Foreign Language." American Journal of Social Science and Education Innovations 02, no. 12 (December 8, 2020): 14–21. http://dx.doi.org/10.37547/tajssei/volume02issue12-04.

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This paper analyzes the role of motivation in language learning, especially foreign language acquisition. It compares two different subjects who are learning English yet they have various background of family, language learning experience, and interests. They were provided pre-, post-tests to testify their knowledge; moreover, they were interviewed to know how they are encouraged to learn a language. The paper indicates the importance of intrinsic motivation for second language learners.
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Kwok, Chung Kam, and Lorna Carson. "Integrativeness and intended effort in language learning motivation amongst some young adult learners of Japanese." Language Learning in Higher Education 8, no. 2 (September 25, 2018): 265–79. http://dx.doi.org/10.1515/cercles-2018-0016.

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AbstractSince the 1990s, many researchers in the field of Second Language Acquisition (SLA) have become focused on second/foreign language learners’ motivation to learn a language, and the role of motivation in determining future success. However, much of the research agenda has revolved around the acquisition of English as an Additional Language, and target languages other than English have been under-researched. This paper reports on a survey study designed to investigate the motivation of 84 beginner learners of Japanese learning the language in a university language centre evening programme. Examining the relationship between learners’ intended effort and six motivational orientations commonly used in SLA motivational studies using multiple linear regression, this study found that integrativeness was the only variable that contributed to learning motivation. This finding is in distinct contrast to studies focused on English learning where the ideal L2 self has often been found to be the best predictor of motivation. While it is far from sufficient to draw a conclusion that Japanese learning motivation is different from that of English based on one study, the current study does point to the key role of cultural identification in second/foreign language motivation, consistent with a small group of other motivational studies conducted in the context of Languages Other than English (LOTEs).
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El-Zine, Nesrine. "AGE AND MOTIVATIONAL INTENSITY IN FOREIGN LANGUAGES LEARNING: A CASE STUDY OF FRENCH LANGUAGE LEARNERS." LLT Journal: A Journal on Language and Language Teaching 24, no. 1 (January 7, 2021): 1–11. http://dx.doi.org/10.24071/llt.v24i1.2403.

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Motivation is one of the most researched concepts in the different fields of education, and the field of language learning is certainly not an exception. In the present research, the objective is to examine the Motivational Intensity as being one of the Motivations components. Also, the research investigates the impact, if any, of the factor of age on the examined component. The research addressed the two following questions: To what extent the Yemeni undergraduate learners of the French language are motivated to learn French? Does age have any impact on the degree of motivation of the Yemeni undergraduate learners of French? To answer the researchs questions, a survey was conducted in the Department of French Language and Literature at Sanaa University. The survey was composed of 5 questions that were selected and modified from Gardners AMTB (Attitude, Motivation Test Battery Questionnaire, 1985). The results of the survey demonstrated a statistically high degree of motivational intensity among the Yemeni undergraduate learners of French in general. However, the younger Yemeni learners were more motivated than their older counterparts.
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Al-Hoorie, Ali H., and Phil Hiver. "The Fundamental Difference Hypothesis: Expanding the Conversation in Language Learning Motivation." SAGE Open 10, no. 3 (July 2020): 215824402094570. http://dx.doi.org/10.1177/2158244020945702.

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In this study, we examine the fundamental difference hypothesis in language motivation, which suggests that language learning—at the motivational level—is qualitatively different from learning other school subjects. Despite being a long-standing assumption, few investigations have directly examined it. Using a comparative cross-sectional approach, we adapted the L2 Motivational Self System and collected data from South Korean high school students ( N = 644) related to their motivation to learn English (L2), Chinese (L3), and mathematics (a nonlanguage subject). Contrary to the fundamental difference hypothesis, the L2 Motivational Self System fit these three subjects well and did not reveal clear uniqueness pointing toward a qualitative difference in favor of language learning motivation. We use these findings to discuss the possibility of a more global and parsimonious learning motivation theory to accommodate multiple languages in addition to nonlanguage subjects. We also discuss the need for language learning researchers to reengage with other learning sciences.
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Dissertations / Theses on the topic "Language learning motivation"

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Davidsson, Kajsa. "Language learning and motivation." Thesis, Konstfack, Industridesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-4048.

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In this essay I present the process, learnings and final results of my master project. The project focuses on the education Swedish for immigrants, SFI, and how design can play a role in improving the education to better meet the needs of the learners and become more of a step towards inclusion.  I identify two learner groups; the experienced and the novice learner, with different needs and prerequisites. During the project I develop a focus towards the novice learner and the problem I call the vicious circle. By this term I refer to that too big gaps between the learners former knowledge/experiences and the education results in lost motivation and self-esteem and many learners giving up or getting stuck in the education.  Throughout the project I use an iterative process, in three loops, where I involve the stakeholders in the development of my ideas through interviews, observations and colaborative workshops.  My final proposal is a the learning service “Matprat”, which invites the learners as co-creators of the education and puts their experiences and knowledge in the centre of learning.
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Ryan, Robin Christopher. "Motivation in tandem language learning." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50172.

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At a time when an increasing focus on multilingual and multicultural competencies is recognized globally, educational institutions are faced with the challenge of internationalizing their student bodies. It is no longer sufficient to limit language learning opportunities to the traditional grammar or oral-practice classroom, and shrinking budgets have demanded new ways to expose language-learners to their target language in an economical way. At the same time, the need to build intercultural competencies and personal relationships between domestic and international students has necessitated new and creative solutions. One of these solutions is tandem learning, a language learning model that subverts the traditional teacher-student dynamic by having all participants play the role of both expert and learner. This study addresses the biographical makeup, motivations, perceptions of self-efficacy, and self-regulated learning strategies of participants in a university tandem language learning program. Participants, who meet weekly to learn each other’s’ languages, completed a pre- and post-survey assessing various aspects of their language learning beliefs and practices. A small number of participants also completed in-person interviews. The data gathered were analyzed through frequency analysis, descriptive statistics, and thematic coding. The theoretical frameworks used in this study were the socio-educational model, perceived self-efficacy, and self-regulated learning. Results showed that participants are, on average, younger and more international than the rest of the institution’s student body. They are also more likely to be from an East Asian country than the average international student. Results also show that participants commonly join the program in order to improve their oral/aural proficiency as well as develop friendships with members of the target language community, but that they do not always practice effective goal-setting strategies or expend the effort necessary to realize their goals. At the end of the program, participants reported positive feelings toward tandem learning due to their relationships with their partners, the low-anxiety environment in which the program was held, and their beliefs that their language proficiency was improving.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Kugai, Kseniia. "Motivation in foreign language learning." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12993.

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Waninge, Freerkien. "Emotion and motivation in language learning." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47639/.

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This thesis investigates the interaction of emotion and motivation in language learning. By means of three independent research studies, I analyse the interaction of affective, motivational, and cognitive factors as they appear in relation to the context of a classroom. Rather than studying motivation, affect, or cognition in relative isolation in terms of their impact on language development, I argue that it is worthwhile to study the amalgams formed by these three forces by means of a dynamic systems–based research methodology. The research methodology employed for the first research study is primarily based on the concept of attractor states: salient and relatively stable states of a dynamic system. I demonstrate the existence of four main classroom states: interest, boredom, neutral attention, and anxiety. The factors forming the attractor basin for these states are cognitive, affective, motivational, and contextual in nature. This indicates that affect and motivation have an impact on language learners via the state they produce through their interaction with cognitive and contextual factors. In the second research study of this thesis, I analyse the self-regulation and perseverance of ten language learners from various backgrounds. I argue that a learner’s attractor basin produces a stronger and more positive attractor when there are strong motivational elements present, such as a well thought-out goal orientation. Although other factors may diminish in strength due, for example, to a new teacher with whom the learner does not get along, or a new topic that is no longer enjoyable, a well-defined and sufficiently internalised goal orientation can be the key to successful self-regulation and, ultimately, greater success in learning the target language. In the final research study, I demonstrate that the factors that contribute to the construction of the aforementioned state in the classroom are different for younger and older learners. For older learners, the motivational element plays a significantly more prominent part, while for younger learners the affective, cognitive, and contextual elements are more important. Furthermore, the older learners have the ability to analyse and deconstruct their classroom state, while this is not the case for younger learners. Instead, the experience of the classroom for younger learners is made up of an indistinguishable combination of affective, cognitive, and contextual elements, which combine into an overall feeling of “I like it” or “It is difficult”. Although this can result in the impression that a young learner’s state is determined entirely by affective elements, this is not, in fact, the case; rather, these states are most likely a combination of affective, cognitive, and contextual elements.
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Nakata, Yoshiyuki. "Motivation and experience in foreign language learning /." Oxford ; Bern Berlin Bruxelles Frankfurt am Main New York Wien : Lang, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015442386&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.

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Musleh, Rana Yaser. "Language Learning Motivation: The Palestinian Context. Attitudes, Motivation, and Orientations." Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/1676.

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Given that motivation is held to be a major affective variable influencing SLA, the present study examines L2 motivation among Palestinian students from the age of 12 to 18 years old. Considering the present situation in Palestine, the motives that drive learners to study a foreign language will certainly be affected by the context (culture and values) in which the learning takes place.

The present study involves the investigation of motivation towards learning English as a foreign language, in four different districts in the West Bank. The first research question in this thesis is an inquiry into language learning motivation and its underlying components among Palestinian learners of English in the context of Palestine. In the second research question, the investigation also looked into how these underlying constructs relate to each other and to achievement. The third research question was an inquiry into how six 'individual and context variables' impacted the motivational constructs identified. Data collection combined a structured questionnaire measuring learner attitudes towards English as well as L2 orientations and a set of semi-structured questions, which provided qualitative data. In this study the questionnaire used was adapted from Cid, Grañena and Tragant (2002), an instrument developed in the context of Catalonia with further modification based on an earlier pilot study (Musleh, 2006) conducted in Palestine.

First, exploratory factor analysis (EFA) was done in order to see how items cluster together. Results revealed four constructs underlying motivation in learning English among Palestinian school children, two attitudinal factos (Motivation and Enjoyment and Awareness for Need) and two reasons for learning the English language (Instrumentality and Interaction with L2 people/culture). Then, confirmatory factor analysis (CFA) was run in order to confirm the constructs identified using EFA and lead to the development of a full structural model based on relationships in models specified by Tragant, Victori, and Thompson (2009) and Csizer and Dörnyei (2005). Finally, the specified model revealed of the SEM analysis (structural equation modeling) a good fit with strong positive relations between Instrumentality Interaction with L2 people/culture, InstrumentalityMotivation and Enjoyment, Motivation and Achievement, Awareness for Need Achievement, and Awareness for Need Instrumentality.

After the SEM analysis, a multivariate and univariate analysis of variance (MANOVA and ANOVA) were used to show the impact of variables such as student 'grade level', and 'academic level of the mother and father', 'district', 'type of school', and 'gender' on the motivational constructs proposed. Results revealed four significant differences: between 'grade level x 'gender and the father's x the mother's academic levels with Interaction with L2 people culturee, between 'district and Motivation and enjoyment, and 'type of school x 'father's academic level' and Instrumentality. This conforms to research findings in the field of language learning motivation which has shown that individual and demographic differences have an impact on attitudes towards learning an L2.

The findings are further reinforced by qualitative data, thus providing a richer representation of motivation for learning English and its components in the Palestinian context. In comparing this study to the study carried out by Tragant (2006) and Tragant, Victori, and Thompson (2009) results demonstrate that motivation and attitudes in learning the English language differs among students from Palestine and from Catalonia, due to the different roles the language plays in each context. Thus, confirming the proposition that context and culture greatly impact language learning attitudes and reasons for learning the English language.

KEYWORDS: Applied Linguistics, Motivation, Foreign language learning
Dado que la motivación es una variable afectiva que influencia la adquisición de una segunda lengua, este estudio analiza la motivación entre estudiantes palestinos (12-18 años). Si tenemos en consideración la situación actual en Palestina, los motivos que llevan a los estudiantes a estudiar una lengua extranjera seguro que se ven afectados por el contexto (cultura y valores) de aprendizaje.
El estudio se centra en la investigación de la motivación hacia el inglés como lengua extranjera en cuatro distritos del West Bank. La primera pregunta de investigación de esta tesis doctoral se centra en el estudio de los componentes de la motivación en estudiantes palestinos de inglés en el contexto de Palestina. En la segunda pregunta de investigación se analizan cómo estos componentes se relacionan entre sí y con un componente lingüístico. En la tercera pregunta de investigación se estudia el efecto de seis variables individuales y de contexto en los componentes motivacionales identificados. En la recogida de datos se utilizó un cuestionario estructurado para medir las actitudes y orientaciones del estudiante de inglés, complementado con una serie de preguntas semiestructuradas, las cuales proporcionan datos cualitativos. El cuestionario se adaptó de Cid, Grañena y Tragant (2002), desarrolado en el contexto de Cataluña, con algunas modificaciones basadas en un estudio piloto (Musleh, 2006), realizado en Palestina.

En primer lugar, se sealizó un análisis factorial exploratorio para examinar la distribución de los ítems en factores. Los resultados mostraron cuatro constructos en el contexto de aprendizaje del inglés en las escuelas palestinas, dos factores actitudinales (Motivación y placer y Consciencia de necesidad) y dos motivos para el aprendizaje del inglés (Orientación instrumental y Orientación interactiva). En segundo lugar, se realizó un análisis factorial confirmatoria para reafirmar los factores identificados y desarrollar un modelo estructural basado en los modelos especificados en Tragant, Victori, y Thompson (2009) y Csizer y Dörnyei (2005). Finalmente se especificó un modelo y se obtuvieron medidas adecuadas en el análisis de ecuación estructural realizado. El modelo muestra relaciones positivas entre la orientación instrumental y la interactiva, la orientación instrumental y motivación y placer, y motivación y placer y el componente lingüístico.
Posteriormente al análisis de ecuación estructural, se realizó un análisis de varianza multivariado y univariado (MANOVA y ANOVA) para estudiar el impacto de las variables 'curso', 'nivel académico' de la madre y el padre, 'distrito', 'tipo de escuela', y 'género' en los factores motivacionales del modelo propuesto. Los resultados mostraron cuatros diferencias significativas: entre 'curso x 'género' y el nivel académico' del padre x la madre con la Ontientación interactiva, entre 'distrito' y Motivación y placer, y entre 'tipo de escuela x 'nivel académico' del padre y Orientación intrumental. Estos resultados confirman que las diferencias individuales y demográficas son variables influyentes en las actitudes hacia el aprendizaje de una segunda lengua. Los resultados obtenidos del análisis cualitativo complementan los resultados cuantitativos aportando una representación más rica de algunos aspectos sobre la motivación en el aprendizaje del inglés en Palestina. Al comparar este estudio con los resultados obtenidos en Tragant (2006) y Tragant, et al. (2009) se demuestra que la motivación y las actitudes en el aprendizaje del inglés tienen características distintivas en Palestina y Cataluña, debido al papel diferenciado que esta lengua juega en ambos contextos. Así pues, se confirma la proposición según la cual el contexto y los aspectos culturales juegan un papel importantísimo en las actitudes y las orientaciones hacia el aprendizaje del inglés.

PALABRAS CLAVE: Lingüística Aplicada, Motivación, Enseñanza de una lengua extranjera
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Moore, Glenn Edward. "Anxiety and motivation in second language learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2448.

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This study investigates student and instructor perceptions of the causes and effects of anxiety and motivation's effect on a student's ability to learn a second language. The study focused on the participant's perceptions of the causes and effects of anxiety, and relationships between anxiety and motivation, in both short-term and long-term learners.
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Kiziltepe, F. Zeynep. "Attitudes and motivation in second language learning." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363374.

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Ozek, Yesim. "Motivation of foreign language learners in Turkey." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322256.

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Books on the topic "Language learning motivation"

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Lasagabaster, David, Aintzane Doiz, and Juan Manuel Sierra, eds. Motivation and Foreign Language Learning. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.

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Apple, Matthew T., Dexter Da Silva, and Terry Fellner, eds. Language Learning Motivation in Japan. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090518.

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Language learning motivation in Japan. Bristol: Multilingual Matters, 2013.

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Murray, Garold, Xuesong Gao, and Terry Lamb, eds. Identity, Motivation and Autonomy in Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693747.

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Yang, He. Language Learning Motivation and L2 Pragmatic Competence. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7.

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Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters, 2011.

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Motivational dynamics in language learning. Bristol: Multilingual Matters, 2015.

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author, Dörnyei Zoltán, ed. Motivating learning. Harlow, England: Pearson, 2013.

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L, Oxford Rebecca, and University of Hawaii at Manoa. Second Language Teaching & Curriculum Center., eds. Language learning motivation: Pathways to the new century. Mānoa: Second Language Teaching & Curriculum Center, University of Hawaiì at Mānoa, 1996.

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Dörnyei, Zoltan. Analysis of motivation components in foreign language learning. Washington, D.C: Office of Educational Research and Improvement, U.S. Dept. of Education, 1990.

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Book chapters on the topic "Language learning motivation"

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Griffiths, Carol, and Adem Soruç. "Motivation." In Individual Differences in Language Learning, 181–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52900-0_12.

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Doiz, Aintzane, David Lasagabaster, and Juan Manuel Sierra. "Motivation." In Motivation and Foreign Language Learning, 177–83. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.09doi.

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Woodrow, Lindy. "Motivation in Language Learning." In Educational Linguistics, 235–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40956-6_16.

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Csizér, Kata. "Second Language Learning Motivation." In Research Questions in Language Education and Applied Linguistics, 865–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_149.

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Hennebry-Leung, Mairin, and Xuesong (Andy) Gao. "Conceptualizing language learning motivation." In Language Learning Motivation in a Multilingual Chinese Context, 12–29. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003025122-2.

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Sylvén, Liss Kerstin. "Motivation, second language learning and CLIL." In Language Learning & Language Teaching, 51–65. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.04syl.

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Kubanyiova, Maggie. "Motivating language teachers." In Motivation and Foreign Language Learning, 71–89. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.04kub.

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Weinberg, Linda. "Motivation, Technology and Language Learning." In Educational Linguistics, 295–307. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40956-6_20.

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Lewis, Marilyn. "Language Learning: Memory and Motivation." In How to Study Foreign Languages, 66–89. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-14868-4_4.

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Hennebry-Leung, Mairin, and Xuesong (Andy) Gao. "Personality and language learning motivation." In Language Learning Motivation in a Multilingual Chinese Context, 138–57. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003025122-10.

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Conference papers on the topic "Language learning motivation"

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Chilingaryan, Kamo. "MOTIVATION IN LANGUAGE LEARNING." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.085.

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Čuttová, Adéla. "MOTIVATION TO LANGUAGE TRAINING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2569.

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Doncheva, Liliya. "PSYCHOLOGY OF LANGUAGE LEARNING – MOTIVATION AND LANGUAGE IDENTITY." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/46.

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Amalia, Shynta, and Muhammad Iqbal Ramdhani. "Task-Based Language Teaching in Enhancing Language Learning Motivation." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.27.

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Biscarini, Chiara, Valentino Santucci, and Talia Sbardella. "FOSTERING MOTIVATION IN LANGUAGE LEARNING THROUGH TECHNOLOGY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2175.

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Suhartini, Andewi, Rahayu Kariadinata, and Oneng. "Mastery Learning Approach and Students’ Learning Motivation: Case in Islamic Religious Learning." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214901410149.

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Ross, Gary. "TECHNOLOGY, TRAINING, AND MOTIVATION IN ENGLISH LANGUAGE LEARNING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1625.

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Minh, Dong Hoang. "EFL Students’ Motivation in English learning and Self-regulated Language Learning Habits: A Study at Hanoi Law University." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.9.

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Motivation and Self-Regulated Learning are two fundamental components that have consistently been found to account for learning achievement. Few studies have identified the assumed relationships between learner motivation and self-regulation in English language study. This study aims to investigate motivation in English learning as well as self-regulated language learning habits among EFL students from different majors of study at Hanoi Law University, and make some suggestions to improve students’ learning motivation and SRLLB. A total of 138 EFL junior and senior students from five majors at Hanoi Law University took part in the study. The research utilized an online questionnaire with sufficient reliability to gather data. The valid responses collected were analyzed to achieve the desired aims. The results indicated that the surveyed students had more intrinsic motivation than extrinsic motivation, showing that they had high self-efficacy and most of them were positively motivated and promoted to regulate English learning behaviors. In addition, some significant conclusions have been drawn from the research.
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Sari, Ima Frafika, and Dwi Sulisworo. "E-learning in English Language Learning for Increasing Students’s Motivation." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.174.

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"Motivation and Attitude of Students towards Learning English Language." In International Conference on Research in Social Sciences, Humanities and Education. Universal Researchers (UAE), 2016. http://dx.doi.org/10.17758/uruae.uh0516002.

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Reports on the topic "Language learning motivation"

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Milner, Scott D. Motivation in Adult Language Learning: Research Review and Navy Applications. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ad1019072.

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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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