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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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Muñoz-Restrepo, Ana, Marta Ramirez, and Sandra Gaviria. "Strategies to Enhance or Maintain Motivation in Learning a Foreign Language." Profile: Issues in Teachers´ Professional Development 22, no. 1 (January 1, 2020): 175–88. http://dx.doi.org/10.15446/profile.v22n1.73733.
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Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.
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Zhang, Dai, and Wang. "Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment." Sustainability 12, no. 4 (February 11, 2020): 1302. http://dx.doi.org/10.3390/su12041302.
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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants’ motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.
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Engin, Ali Osman. "Second language learning success and motivation." Social Behavior and Personality: an international journal 37, no. 8 (September 1, 2009): 1035–41. http://dx.doi.org/10.2224/sbp.2009.37.8.1035.
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The aim of this study was to understand the importance of the types of motivation students need to learn a foreign language successfully. Teaching and learning a foreign language are dependent upon positive motivation. A questionnaire and an achievement test were prepared and administered to a group of 44 students. Results were analyzed and evaluations and comparisons between success and motivation levels were then used to make suggestions for planning activities relating to teaching and learning languages.
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Raharja, Ernita, and Ashadi Ashadi. "Motivating EFL Learners Comprehensively: Applying Dörnyei’s Taxonomy of Classroom Motivational Strategies." Journal of English Language Teaching and Linguistics 4, no. 1 (April 19, 2019): 117. http://dx.doi.org/10.21462/jeltl.v4i1.213.
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<p><em>Learning English as a foreign language is considered as a long-term process. During the period of learning, students might undergo ‘ups’ and ‘downs’ issue related to motivation swings. It is believed that motivated learners likely to outperform others who have high language aptitude but possess low motivation. For this reason, EFL teachers are required to involve strategies that captivate EFL students’ motivation. Motivating students should not only rely on immediate teaching strategies or a single activity since learning English as a foreign language is not an immediate process. Students tend to show fluctuated motivation in a time while in the other occasions could suffer in learning. </em><em>Hence, how motivation is considered as a process rather than a single state is described. Examining other perspective about motivation and the changing of focus in researching motivation show that seeing motivation as a process indicates more promising results for EFL students’ learning accomplishment. </em><em>Pointing out the importance of motivation in English learning attainment and the need of continuum process in motivating students, this paper offers the practical and comprehensive classroom motivational strategies by applying </em><em>Dörnyei’s motivational taxonomy</em><em>. </em></p>
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Debnath, Beauty. "Possible Selves, Motivation, and Classroom Practices: A Qualitative Enquiry with English Teachers in Dhaka, Bangladesh." Theory and Practice in Language Studies 11, no. 3 (March 1, 2021): 251. http://dx.doi.org/10.17507/tpls.1103.04.
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Studies around the world show that students’ motivation for learning English as a foreign language is usually interconnected with teachers’ motivation. To explore this relationship, this study investigated five Bangladeshi EFL teachers’ early language learning experiences, their visions of possible L2 selves, their motivations for becoming English teachers and the way they connect their visions with their classroom teaching for motivating students. This study employed L2 Motivational Self System (Dorney, 2005, 2009) as the theoretical framework. It was situated in the constructivist paradigm using a qualitative approach taking the form of a narrative enquiry. Data was collected from teachers’ language biographies and in-depth interviews. The thematic analysis of data revealed teachers’ considerable academic and socio-cultural challenges, their improved motivational states and visions of either ‘Ideal L2 Self’ or ‘L2 Learning Experiences’. Teachers with ‘Ideal L2 Selves’ were found more aware of generating students’ L2 vision. The study also found a considerable influence of social, economic, psychological, infrastructural, and cultural factors on teachers’ professional motivation and commitment. Therefore, the study has brought implications for addressing these factors at an institutional and political level to bring about attitudinal change towards teaching as a profession in Bangladesh.
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Nayan, Surina, Hariharan N. Krishnasamy, and Latisha Asmaak Shafie. "A Cross-National Study of Motivation in Language Learning." International Journal of Information and Education Technology 4, no. 2 (2014): 194–97. http://dx.doi.org/10.7763/ijiet.2014.v4.397.
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Batirovna, Djoldasova Gawhar, and Dospanova Kamila Azamatovna. "Common Mistakes In Motivation For Learning Language For Children." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 527–31. http://dx.doi.org/10.37547/tajssei/volume02issue11-90.
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If you are reading our article, you probably had to face difficulties and "insurmountable differences" in the process of teaching your child English. Do you think it's hard to get kids to learn anything? We cannot agree with you, they are wonderful students. But even experienced parents can not always interest the child in English, sometimes they make popular mistakes in motivation.
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AbdAlgane Mohammed, Mohammed AbdAlla. "Motivation in Language Learning Process." Journal of Advance Research in Social Science and Humanities (ISSN: 2208-2387) 6, no. 1 (January 31, 2020): 01–13. http://dx.doi.org/10.53555/nnssh.v6i1.822.
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There are a lot of factors which influence success in language learning. However, one of the most important factors is the learner’s motivation to learn the language in order to be able to use it in real-life situations. Research and experience show that learners with strong motivation can achieve a lot regardless of circumstances. Studies of motivation in second language learning have led to several distinctions, one of which is the distinction between integrative and instrumental motivation. According to this distinction, some learners are motivated to learn the language because they want to integrate into the target language community, while for others the driving force is their desire to achieve personal goals. Another distinction related to motivation is the distinction between extrinsic motivation, which is regulated from an external source, and intrinsic motivation, which is regulated from within. And according to a third distinction, there can be global, situational and task motivation. Even though teachers cannot control all types and aspects of motivation, they can do a lot to help learners develop motivation and interest for learning the language. This paper discusses the importance of motivation, the different types of motivation and the ways of promoting learner motivation and interest.
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Summer, Farraj. "Motivation in English Language Learning." Studia Universitatis Babeș-Bolyai Philologia 63, no. 3 (September 30, 2018): 201–8. http://dx.doi.org/10.24193/subbphilo.2018.3.16.
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Mantiri, Oktavian. "Principles in Language Learning Motivation." Linguistics and Literature Studies 3, no. 2 (March 2015): 70–74. http://dx.doi.org/10.13189/lls.2015.030206.
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Oroujlou, Nasser, and Majid Vahedi. "Motivation, attitude, and language learning." Procedia - Social and Behavioral Sciences 29 (2011): 994–1000. http://dx.doi.org/10.1016/j.sbspro.2011.11.333.
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Kim, Tae-Young, and Yoon-Kyoung Kim. "Motivational Languaging for L2 Learning and Motivation." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 17, 2021): 213–29. http://dx.doi.org/10.30827/portalin.v0i36.17805.
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This paper focuses on the effect of motivational languaging activities (MLAs) on EFL learning motivation. Swain (2006) defines languaging as “the process of making meaning and shaping knowledge and experience through language” (p. 98). We extend Swain’s original notion to L2 motivation; through MLAs, L2 learners are encouraged to talk or write about the importance of L2 learning and their visions in their own words. Various types of activities were implemented for elementary, junior high, and high school students: 1) written, 2) spoken, and 3) spoken plus written activities, in individual or group conditions. By using questionnaires, students’ motivational changes including their ideal L2 self and the ought-to L2 self (Dörnyei, 2009) were measured at the beginning and the end of the participation in the activities. The results indicated that students in experimental groups exhibited various increases in their motivations, compared to no significant changes in control groups. Furthermore, the written form proved to be a more effective type of activities, especially when students engaged in it individually. Findings suggest the usefulness of MLAs for enhancing L2 learning motivation.
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Osidak, Viktoriya. "LANGUAGE LEARNER MOTIVATION IN LANGUAGE AUTONOMY." АRS LINGUODIDACTICAE, no. 1 (2017): 25–30. http://dx.doi.org/10.17721/2663-0303.2017.1.04.
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Background: The notion of independent, autonomous learners is the focus of modern teaching paradigm as the key to success in language learning. At the same time the analysis of students’ attitude to their learning process has shown that many university students are not ready to take the responsibility for their own progress. The research in the field of learners’ motivation proves that motivation is the basic ingredient of the promotion and development of the autonomous language learning environment which results in the shift from teacher-centered to student-centered approach in the language classroom. Purpose: The purpose of the article is to discuss the nature of motivation of adults’ learners as a means of fostering learner autonomy and to outline the strategy of building up students’ independence in the language classroom. Results: A learner’s desire to succeed which is based on his ability to control and influence the situation appears to be the major external force behind language learning. The interaction between intrinsic and extrinsic motivation has led to a wealth of practical implications such as providing students with a repertoire of learning strategies that can help them become better motivated and more autonomous learners. The result of this type of teaching is the understanding of the importance of self-control as the means of enhancing students’ motivation and, as a result, to provide opportunities for feedback improvement through reflection, planning how to proceed with a learning task, monitoring one’s own performance on an ongoing basis, and self-evaluation upon task completion. Self-control has a four-stage development framework of a different degree of a student’s subordination to a teacher. It is expedient to rely on a teacher’s coaching and students’ cooperation while creating an efficient learning environment to enhance students’ self-control skills. Discussion: The discussion about intrinsic motivation has always been recognized as the primary impetus to initiate foreign language learning and later a driving force to sustain the self-directed learning process. Yet, “external” rewards such as passing grades or better employment opportunities, are essential for developing learner autonomy too. Thus extrinsic motivation can be viewed as a stimulus to the degree of fostering the autonomous learning in case an adult learner lacks intrinsic motivation.
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Astuti, Missi Tri, Shalawati Shalawati, and Sitti Hadijah. "Learning English as a Foreign Language in Indonesia: Senior High School Students’ Motivation and Challenges." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (December 1, 2022): 7001–16. http://dx.doi.org/10.35445/alishlah.v14i4.2870.
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Investigation on English foreign language learners’ learning experiences has been discussed by a plethora of studies. The current study presents a survey on the learning motivation and challenges of Indonesian senior high school students. A cohort of approximately 64 students from a private senior high school in Indonesia was invited to participate in two questionnaires. Analysis of the students’ responses showed that their English language learning motivations were affected by both internal and external motivational factors, which were put into four categories; motivation for knowledge, internal fulfilment regulation, motivation to challenge, and external utility regulation. In terms of the challenges, boredom and anxiety were experienced by the students; although the degrees of the challenges were not significant, the students showed some factors that could trigger their anxiety and boredom. These findings suggest English language teachers keep stimulating the students to enhance and sustain their motivations in learning English both externally and internally and directing them to enjoy their learning process through innovative learning resources and activities.
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Dahl, Anne. "University language students' motivations for their language of study." Nordic Journal of Language Teaching and Learning 10, no. 1 (September 12, 2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.
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While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary.
Keywords: foreign language, motivation, language studies, English, French, Spanish, German
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Razem, Reem J., and Jillian Pandor. "The Motivational Orientations of Undergraduate Students to Learn Arabic in a Dubai Private University." Journal of Language Teaching and Research 14, no. 1 (January 1, 2023): 96–107. http://dx.doi.org/10.17507/jltr.1401.11.
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This study aimed to provide insight into the expatriate students’ motivations and attitudes toward Arabic Language learning at a private university in Dubai. This is a qualitative case study that utilized a cross-sectional descriptive approach and is underpinned by Gardner and Lambert’s Socio-Educational Model of Second Language Motivation, wherein the motivational orientation is bifurcated into instrumental and integrative orientations. The study sample consisted of 24 undergraduate students enrolled in Arabic language courses. As there is a drastic lack of motivation literature in the field of Arabic Language Learning and adult learning within the context of higher education in the emirate of Dubai, UAE, this research strives to become a substantial addition to this under-researched topic and unique context. This study highlights the motivations of expatriate students by providing a rich description of the learners’ profile and contributes to research on motivation as it concerns the learning of languages other than English (LOTE) and ultimately aims to contribute to social change (transformation) by encouraging an interest in researching the teaching and learning of Arabic in Dubai context. The study revealed that integrative motivations appear to be more pervasive than instrumental ones. This means that universities need to promote the importance of learning Arabic through authentic teaching, immersive experiences, cultural activities, and events, instead of the instrumental ‘end goal’ of the degree program. Research limitations arise from the limited sample size, focus on the learner’s vantage point, and the use of one instrument to collect data (a questionnaire).
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Martinović, Anna, and Irena Burić. "L2 Motivation." Journal for Foreign Languages 13, no. 1 (December 27, 2021): 409–26. http://dx.doi.org/10.4312/vestnik.13.409-426.
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Globalization has led to the spread of English, which has become the world’s international language. As a result of its importance in social, economic, and political spheres, many countries have introduced English language learning in their school curricula. However, despite its importance many learners still seem to struggle with English second language (L2) motivation, which is an important element of L2 learning success. The aim of this study was to analyse the relationship between several phases of learners’ motivation, including learners’ attributions of past English L2 learning success, current motivational characteristics, and motivation to learn English in the future. Using the L2 Motivational Self System (L2MSS) as a framework, it was found that past learning experiences did not have a significant effect on current learner motivational dispositions. However, elements of the L2MSS had an effect on learners’ intentions to exert effort into future English language learning. In other words, Croatian university students’ L2 motivation was based on their visions for the future rather than on past learning experiences. Moreover, it appears that the ideal L2 self plays a much stronger role in learners’ motivation compared to the ought-to L2 self, and this motivation is tied to utilitarian motives for learning English. In addition, the results showed that other motivational components, such as interest, as well as L2 anxiety, are important elements of learners’ motivation, suggesting cognitive as well as affective aspects in this motivational profile. The complexity of motivation as shown in this study suggests the need for further investigations in various contexts.
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Sayadian, Sima, and Anita Lashkarian. "Investigating Attitude And Motivation Of Iranian University Learners Toward English As A Foreign Language." Contemporary Issues in Education Research (CIER) 3, no. 1 (November 5, 2010): 137. http://dx.doi.org/10.19030/cier.v3i1.170.
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This Paper discusses the attitudes and motivation Iranian learners have toward learning EFL at their university level. Although research of a similar nature has been done in other countries, the present study complements others by following 500 university learners and it provides another avenue for examining the language situation in Iran. To achieve this goal, Gardner’s socio-educational model and the significance of motivation as a contributing factor in second/foreign language (SL/FL) learning are taken into consideration. The questions to be addressed in this paper are: · What are the university learners’ attitudes for learning EFL?· What are the university learners’ motivations for learning EFL?· Does gender influence attitudes of Iranian learners for learning English as a foreign language?· Does gender influence motivation of Iranian learners for learning English as a foreign language?· Does a major course of the study influence attitudes of Iranian learners for learning English as a foreign language?· Does major course of the study influence motivation of Iranian learners for learning English as a foreign language? The investigation also demonstrates that Iranian learners learn English for ‘instrumental’ reasons and it concludes that ‘integrative motivation’ is the dominant motivational orientation for the Iranian learners to learn English as EFL. This study will possibly provide additional insights in better identifying the existing motivational challenges and in taking a more realistic perspective about the English Language Teaching (ELT) situation in the country. Finally, some recommendations on future directions for this research area in Iran have been highlighted.
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Man, Laura, Gavin Bui, and Mark Feng Teng. "From second language to third language learning." Australian Review of Applied Linguistics 41, no. 1 (October 12, 2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.
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Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.
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TÜRKER, Murat Sami, and Halit ÇELİK. "Investigation of Syrian Refugees’ Motivations for Learning Turkish." International Journal of Education and Literacy Studies 10, no. 1 (February 4, 2022): 65. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.65.
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Motivation undoubtedly plays an important role in learning a second language in that the whole process presupposes motivation to some extent. In the context of Syrian refugees, understanding the factors motivating learners is the very first step in the language learning process in that the refugees must first be integrated into the education system, which will soon facilitate adaptation to society. In this quantitative study, a cross-sectional survey model was employed to determine the reasons for Syrian adult refugees to learn Turkish and examine the influence of motivation on Turkish language achievement. The participants were Syrian adult refugees who learned Turkish as a second language in Turkey. The data of the study were obtained using a questionnaire including the “Motivation Scale for Learning Turkish as a Foreign Language” and the “Turkish Achievement Test” developed by the researchers. Data obtained from the motivation scale were analyzed quantitatively by using descriptive statistics, and the mean values and the standard deviations of the achievement test scores were calculated using SPSS. The results indicated that the main reasons Syrian refugees learn Turkish are professional career, academic career, survival needs and social adaptation. On the other hand, their motivations were found to be high, and it was revealed that refugees were mostly instrumentally motivated. While no significant differences were found in the level of motivation among of Syrian adult refugees in terms of their reasons for learning Turkish, the results clarified that motivation has a great role in raising proficiency in learning Turkish as a second language. Regarding the results of the study, it can be suggested that language teachers should be aware of various reasons of their learners to learn a language and seek ways to motivate them, which will support the learning process.
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Listyani, Listyani. "Exploring Indonesian EFL Writing Students’ Differences in Motivation: A Language Learning Journey to Success." Journal of Language Teaching and Research 13, no. 2 (March 1, 2022): 406–16. http://dx.doi.org/10.17507/jltr.1302.23.
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Every language learner has various dreams and purposes in learning a language. Different motivations are also commonly found among EFL learners. This study reveals the motivations of 33 English language learners from Indonesia. They were all writing students of an English Language Education Program (ELEP) in a private university in Central Java, Indonesia. The classes they attended were Procedural Writing (14 students from the 2020 class year), Research Report Writing (10 students from the 2017 class year), and Research Proposal (9 students from the 2018 class year). Data were derived through questionnaires and interviews. The first finding was that 87.88% of the respondents were intrinsically motivated. However, both intrinsic and extrinsic motivation might be a big drive leading to students’ success. The second discovery was that 81.82% of the students were instrumentally rather than integratively motivated. Instrumental motivation could also be a big initiative for students to learn a language. Next, students’ ideals or dreams became the motivating factor that most students had. The last outcome was that students’ habit of delaying doing assignments, having too many assignments, and being lazy were the three major demotivating factors. This study will hopefully be useful for writing lecturers to give them more insights into and a better understanding of their students’ motivational backgrounds.
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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh, and Maria Zemlyanova. "Learning English language in primary school." International Journal of Educational Management 34, no. 9 (August 29, 2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.
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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.
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Alshehri, Maha. "Potential Changes in Saudi Students’ Motivations and Attitudes towards Learning English as a Foreign Language after Immersion in an L2 Learning Environment." Journal of English Language Teaching and Applied Linguistics 4, no. 1 (January 3, 2022): 01–21. http://dx.doi.org/10.32996/jeltal.2022.4.1.1.
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This study traces potential changes in the motivation of Saudi students studying English as a second language (L2) in the UK. It investigates whether the beliefs and motivations of these students have changed during their learning experience, and identifies the pedagogical implications of such change for English teaching, not only to Saudi students in the UK but also to Saudi students enrolled in Saudi higher education institutions. It aims to identify the reasons behind changes in motivation as well as the impact these may have on students’ attitudes towards learning English as a foreign language (EFL). Data from questionnaires, interviews, and observations are used through three phases of the English academic programme. The study subjects are newly arrived Saudi students (three PhD students and 29 Master’s students) studying in four different universities in the UK under the fields of Linguistics, Applied Linguistics, and Translation. The conceptual framework is based on Dörnyei’s L2 Motivational Self System Theory and Dörnyei & Ushioda’s motivation and L2 self-framework. Changes in motivation are usually accompanied by changes in students’ classroom involvement, attitudes towards the target language, and positive or negative impacts on the students’ outcomes and language competencies. Similar to other types of learning, L2 learning cannot take place in a vacuum. The present study has various contributions to the field of SLA. First, it validates earlier studies about the issue of motivation in linguistics, attitudes towards language, and changes in one’s self-identity as an outcome of language development. Second, it serves as an addition to the body of knowledge pertaining to motivation and attitude of Saudi students towards English as L2 and the important role of culture in this process. Further, it serves as an important contribution to how Saudi students’ L2 acquisition is understood using Dörnyei's L2 Motivational Self System.
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Yang, He, and Xinxin Wu. "Language Learning Motivation and Its Role in Learner Complaint Production." Sustainability 14, no. 17 (August 29, 2022): 10770. http://dx.doi.org/10.3390/su141710770.
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While motivation plays an important role in language learning, few attempts have been made to explore its significance in second language (L2) pragmatics learning. The current study investigated whether and how language learning motivation affects L2 pragmatics production. A total of 60 adult Chinese learners of English participated in this study. Data were elicited from a motivation questionnaire and a discourse completion task (DCT). The results revealed that L2 learners with high motivation performed better in making complaints in the target language than learners with low motivation. Moreover, learners’ levels of pragmatic production correlated positively with their overall L2 motivation, as well as with four motivational subscales, namely, attitudes towards learning English, ideal L2 self, intended learning efforts, and attitudes towards the L2 community. Regression analysis showed that learners’ attitude towards learning English best predicted their production of the speech act of complaints. The findings of this study support the role motivational dispositions play in learners’ L2 pragmatic production. The study provides insight into the interaction of L2 motivation and pragmatics learning.
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Panagiotidis, Panagiotis. "Technology as a Motivational Factor in Foreign Language Learning." European Journal of Education 1, no. 3 (November 29, 2018): 43. http://dx.doi.org/10.26417/ejed.v1i3.p43-52.
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It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students’ personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students’ motivation. Amongst the various factors -tools, methods or strategies- that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language learning applications. In order to determine the real impact of technology on learners' motivation, an extensive literature review focusing on studies that have examined the impact of technology use in language learning and teaching on motivation to learn, has been carried out. Furthermore, this paper discusses the concept of motivation in learning context and the relationship between technology and language learning, summarizes some of the numerous studies and researches on this subject, presents a synthesis of the studies examined, and formulates conclusions and perspectives for effective integration of technology as a motivational tool / factor in language learning context.
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Габиб гызы Гаджиева, Наиля. "The problem of motivation while learning russian as a foreign." SCIENTIFIC WORK 71, no. 10 (October 23, 2021): 23–28. http://dx.doi.org/10.36719/2663-4619/71/23-28.
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There are two types of motivation for learning foreign languages: instrumental and integrative . While learning a foreign language outside the linguistic environment, professional interests, the content of training and the student's relationship with family members, friends, etc., play a motivating role. At the same time, the role of a foreign language teacher is growing. Motivation plays an important role in increasing the effectiveness of teaching Russian in a foreign audience. But for its appearance, it is necessary to select suitable methods that will revive the lesson at any stage, as well as create a new space for organizing problem-value communication. Keywords: Russian as a foreign language, RFL teacher, motives, motivation, methods
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Jiao, Shi, Hui Jin, Zheng You, and Jie Wang. "Motivation and Its Effect on Language Achievement: Sustainable Development of Chinese Middle School Students’ Second Language Learning." Sustainability 14, no. 16 (August 11, 2022): 9918. http://dx.doi.org/10.3390/su14169918.
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The spread of COVID-19 has changed the traditional education pattern, and prolonged home isolation and online learning have brought unprecedented challenges to second language teaching and learning. A sample of 1036 Chinese students from four representative middle schools participated in the research. The results indicated four motivations: intrinsic interest, learning situation, personal development, and immediate achievement. There were significant gender differences in English learning motivation. Moreover, intrinsic interest and personal development motivation had a significantly positive impact on English learning achievement, while learning situation had no significant impact, and immediate achievement motivation had a significantly negative impact. The findings highlight the cultivation of students’ learning autonomy and school-family interaction to promote the sustainable development of middle school students’ second language learning.
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Yangiboyeva, Mushtariybonu Shoymardon Kizi. "THE IMPORTANCE OF THE TYPES OF MOTIVATION IN LANGUAGE LEARNING." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 30–37. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-07.
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The current case study is divided into two sections. I utilized a questionnaire with twelve questions in the first step. During the second section, I invited participants from Denau Institute of Entrepreneurship and Pedagogy to write an essay or journal entry. I was able to identify their background knowledge and which motivational type is stronger among them by using assignments. Participant A began studying English at a young age and believes that a teacher is essential in motivating her in the learning process. Participant B, on the other hand, does not rely on the teacher and prefers self-study. According to my study, intrinsically driven pupils can achieve better levels of learning.
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Thohir, Lalu. "Motivation in a Foreign Language Teaching and Learning." Vision: Journal for Language and Foreign Language Learning 6, no. 1 (April 1, 2017): 20. http://dx.doi.org/10.21580/vjv6i11580.
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<p>In learning English as a foreign language, where learners are separated logistically and psychologically from the target culture, motivation plays a critical role and it is one of the main determining factor in a second/foreign language learning achievement. Motivation is defined as some kind of internal drive which pushes someone to do things in order to achieve something and to achieve success, someone needs to be motivated.Motivation is distinguished into different kinds, such as integrative and instrumental, intrinsic and extrinsic, global, situational and task. However, the most widely cited distinction of motivation is between intrinsic and extrinsic motivation.In the field of language learning, motivation is sometimes distinguished from orientation. As an ideal for self-determined behavior, the intrinsic motivation is considered to be more powerful than extrinsic motivationin the success of learning a language, however, most of learning activities which the language learners do are initiated and driven by extrinsic motivation.There are three areas – goalsand goal setting, learning environment, and interesting classes – in which the language teachers could directly influence the language learners’ motivation and their continuing participation in the classroom. Providing positive feedback and enhancing the autonomous learning are among important means to increase the learners’ motivation. In addition, emphasizing two forms of positive extrinsic motivation – identificationand integration, while minimizing two forms of negative extrinsic motivation – external regulation and introjection could boost the intrinsic motivation of the learners. </p>
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Djumagulova, Nuraim. "ACTIVATING PASSIVE LISTENERS’ MOTIVATION." Alatoo Academic Studies 7, no. 1 (March 31, 2021): 159–65. http://dx.doi.org/10.17015/aas.2021.211.19.
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In the twenty first century language teaching, the class should provide learners with skills that empower them in real-life situation, and as it is known a basic real-life communicative function is exchanging information with the other people. In order to support and keep conversation we must listen well and grasp the meaning. In teaching foreign languages listening is the most challenging skill to teach which should be acquired by any person learning a foreign language. But encouraging students and having them be attentive listeners in the classroom is not an easy task. The present article will describe why listening is important in learning a foreign language to differentiate hearing and listening and discuss the rational and comprehensive activities which can help teachers motivate their passive students and help them be active ones.
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Riyanti, Dwi. "THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE." JELTIM (Journal of English Language Teaching Innovations and Materials) 1, no. 2 (April 21, 2019): 29. http://dx.doi.org/10.26418/jeltim.v1i1.27788.
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Motivation is undoubtedly an important factor in learning foreign languages. Yet, in English as foreign language context, like Indonesia, especially in West Kalimantan, not all students are motivated to learn English, a compulsory foreign language for secondary students. Thus, it is a necessity that teachers know how to increase students’ motivation. This paper analyses the issue of motivation in learning English as a compulsory subject in a foreign language context which can be useful for teachers and students to know what why motivation is important in learning foreign languages. Through reviewing related literatures to motivation, this paper outlines the role of motivation in learning a foreign language, and the problems of low motivation commonly found in EFL contexts. It also discusses some possible causes of low motivation as well as elaborates ways to increase students’ motivation.
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Stranovská, Eva, Anikó Ficzere, Silvia Hvozdíková, and Beáta Hockicková. "LEARNING EXPERIENCE AS A FACTOR OF MOTIVATION IN LOWER-SECONDARY SCHOOL IN FOREIGN LANGUAGE LEARNING." Problems of Education in the 21st Century 77, no. 3 (June 18, 2019): 437–48. http://dx.doi.org/10.33225/pec/19.77.437.
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This research focusses on the analysis of learning experience. Together with the other factors of motivational structure: Intrinsic motivation, Personal goals, Attractivity of foreign language community, and Worries about learning, it creates motivational profile of foreign language (FL) learners. The analysis is based on the theoretical concept of foreign language motivational self-system by Dörnyei. The research aim was to find out the perception of learning experience and the level of its dependence on the category of the Associations with the expression “German” in the selected categories. Moreover, it was to find out the differences in perception of learning experience, motivational structure, and the length of foreign language studying. The research sample consisted of German FL learners from six different lower-secondary schools within Slovakia. Motivational Structure Questionnaire was used as a research tool to obtain the research data. The data were processed by the selected quantitative and qualitative research methods. The research results supported ambivalence of learning experience. The statistical significance was found in the two categories: the category of Negative emotions related to the category negative perception of educational situation, and the category of German speaking countries related to the higher level of motivation in the factor of learning experience. Furthermore, significant relations were found between the factor of learning experience and the factors of the ideal self of the motivational structure and the length of studying a foreign language. The results in the qualitative part of the research opened up a possible intervention steps towards foreign language motivation reinforcement. Keywords: foreign language, learning experience, motivation in education, qualitative research methods, quantitative research methods.
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Gardner, R. C. "Attitudes and Motivation." Annual Review of Applied Linguistics 9 (March 1988): 135–48. http://dx.doi.org/10.1017/s0267190500000854.
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The notion that attitudes and motivation would be implicated in second language acquisition is not a new one. As early as 1941, Jordan investigated the relation between attitudes toward a number of school subjects and grades in those subjects, and found the relationships for French to be among the highest. A number of later studies by other researches also showed relationships between attitudes towards learning languages and proficiency in the language (see Gardner 1985 for a review). The first reference to a possible relationship between attitudes toward the other language community and achievement in that language, however, appears to have been made by Arsenian (1945). One of the many relevant questions he raised, for example, was, “In what way do affective factors, such as social prestige, assumed superiority, or—contrariwise—assumed inferiority, or enforcement of a language by a hated nation affect language learning in a child?” (Arsenian 1945:85).
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Shamsi, Ahmad Fawzi. "The Motivating Factors of Second Language Acquisition for Young Learners." Journal of Studies in Education 9, no. 3 (August 15, 2019): 64. http://dx.doi.org/10.5296/jse.v9i3.15075.
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Motivation plays a very effective role in teaching foreign languages. It has been suggested that the use of motivation can help in facilitating learning English. This study investigated the motivating factors for young learners in North Cyprus. The researcher aimed to find out the most motivating factor(s) for learning English for grade five pupils at a primary school in North Cyprus. The results show that there are many motivating factors that positively affect the learners’ attitudes towards learning English as a foreign language. Learners are motivated with many different factors: intrinsically, extrinsically, instrumentally, or integratively.
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Taukebayeva, R. "Some Ideas of the Phenomenon of Motivation in the Process of Studying English Language." Iasaýı ýnıversıtetіnіń habarshysy 122, no. 4 (December 30, 2021): 94–106. http://dx.doi.org/10.47526/2021-4/2664-0686.09.
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Motivation has long been recognized as one of the driving forces in the process of mastering a foreign language which greatly influences the learning outcomes. This article deals with the defining of types and levels of student’s motivation towards learning the English language. Motivation is the main means which gives the possibility to increase the level of student’s attentiveness in the learning process. And here the important role and task for teacher is to convince students in the significance of learning process tasks. Exactly for students who gain the importance of learning process tasks, it will the result of motivation. In the process of researching the level of student’s interest towards studying the English language, dominant motives (integrative, instrumental) in student’s activity and the challenges the students face were defined here. The analyses of motivation’s problems show that instrumental focus of learning English language predominates on integrative one, and that gives us the possibility to dwell on the fact that the instrumental motivation is a very important motivating factor, which influences on the process of learning English language. In this article on the basis of many scientists’ researches there were considered dominating motives of instrumental motivation: professional, academic, motive of prestige and communicative motives. Listening and reading are the most challenging skills for students. Also this article deals with the methods and ways which increase the students’ motivation of mastering English. Among the main methods of increasing the motivation were allocated as the content of teaching materials and ways of learning activity, which were demonstrated on the author’s practical materials.
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Dzulfikri, Dzulfikri. "Revisiting Motivational Construct and Learning Preferences in Immersion Context: Does Culture Matter?" Lingual: Journal of Language and Culture 14, no. 2 (November 26, 2022): 37. http://dx.doi.org/10.24843/ljlc.2022.v14.i02.p06.
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Abstract
This study is devoted to investigating dynamic motivational construct about learning structures in an immersion context. Because of ever-changing motivational construct in particular driven by learning structures in a new environment, this study assumes that the preferred learning structure which is commonly in favor in their home countries might shift which eventually affects their learning motivation. This study takes place at the language training center of the University of Hawaii at Manoa, USA, and employs a survey. The research participants are mostly graduate students taking English courses to bridge their language skill. After doing correlation, the researcher has found several surprising findings. The first finding is that although cooperative learning has the highest contribution to intrinsic motivation, they don’t show any significant correlation (r=.279). On the other hand, competitive learning negatively correlates to intrinsic motivation (r=.-407), suggesting that if competitive learning is enacted, students’ intrinsic motivation even decreases. In terms of learning preference, individualistic learning is favored most which might be affected by learning cultures commonly adopted in graduate programs in the US.
Keywords: Self-Determination Theory, learning types, extrinsic and intrinsic motivations.
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Mhlongo, PraysGod, Colleen Du Plessis, and Albert Weideman. "Investigating education students’ language learning beliefs and motivation for learning English." Journal for Language Teaching 54, no. 1 (March 3, 2021): 95–121. http://dx.doi.org/10.4314/jlt.v54i1.1.
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Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum.
Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies
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Hama, Farhad Majeed, Diaman Abdulrahman Ismael, and Aram Kamil Noori. "Possible Motivations for Learning English amongst Kurdish EFL Undergraduate Learners at the University Level." Journal of University of Human Development 7, no. 1 (February 7, 2021): 35. http://dx.doi.org/10.21928/juhd.v7n1y2021.pp35-42.
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It can be argued that integrative and instrumental kinds of motivation are two prominent factors in learning new languages. Each kind of motivation works differently in various contexts. Besides, several studies have been investigated in EFL (English as a foreign language), and ESL (English as a second language) settings. There are also external factors that have impacts on different types of motivation and learners. There are also obvious reasons for learning English as a foreign language. This study focused on integrative and instrumental kinds of motivation amongst Kurdish EFL undergraduate learners at the University of Sulaimani in the Iraqi Kurdistan Region. The finding showed that getting a job is a major motivator for learning English amongst learners. However, cultural and communication goals were two other important goals that encouraged learners to learn English. In general, the results revealed that instrumental motivation was more significant than integrative motivation. Additionally, some elements affected and increased learner's motivation such as parental aids, teachers, social, personality, and university environment.
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Macatuno-Nocom, Noeme. "Motivation and learning strategies on foreign language acquisition." South Florida Journal of Development 3, no. 2 (April 26, 2022): 2885–96. http://dx.doi.org/10.46932/sfjdv3n2-102.
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An imperative to global competence in 21st century education is learning foreign languages. This descriptive study identifies learners’ motivation models and language strategies related to acquisition of Mandarin as Foreign Language. It covers 279 Foreign Language learners focused on Spoken Mandarin as actual respondents, utilizing a random sampling technique. The conceptual framework presents correlations on two major variables: learning motivation models-Gardner and Dornyei, and learning strategies- direct and indirect, effective to foreign language learning. Employing survey-questionnaire as the main tool, it tested null hypotheses that learners’ learning motivation and strategy have no significant relationship on Foreign Language learning acquisition; and have no significant difference on Foreign Language learning acquisition. Statistical tools utilized include frequency count, percentage, weighted mean, standard deviation, and Spearman Rho correlation analysis. Results revealed that respondents are more motivated with respect to models, while strategies are apparently very effective. Learning motivation models and learning strategies are of average relationship, posting moderate correlation. In conclusion, it gives affirmation that learning a new language can be very effective with proper motivation, supported by the application of wide-ranging learning strategies.
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Jovanovska, Sashka. "Teaching and learning English language - motivation." International Journal on Integrated Education 2, no. 5 (November 8, 2019): 180–82. http://dx.doi.org/10.31149/ijie.v2i5.167.
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Learning a new language can be difficult, so teaching a new language inherently comes with great obstacles. To effectively teach English to someone new to the language, you have a lot to understand, including the basics of the English language, how speakers acquire a new language, and how to motivate students to succeed when they are struggling. The focus on this paper is on the basics of how to get started, including taking a hard look at how to access the motivations of new students, how to use their previous language and cultural background to your advantage, and how to get them started on the path to English fluency.