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Relevant bibliographies by topics / Motivation in foreign language learning

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Academic literature on the topic 'Motivation in foreign language learning'

Author: Grafiati

Published: 24 April 2022

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Journal articles on the topic "Motivation in foreign language learning"

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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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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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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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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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Dörnyei, Zoltán. "Conceptualizing Motivation in Foreign-Language Learning*." Language Learning 40, no. 1 (March 1990): 45–78. http://dx.doi.org/10.1111/j.1467-1770.1990.tb00954.x.

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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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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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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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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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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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Dissertations / Theses on the topic "Motivation in foreign language learning"

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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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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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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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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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Goës, Ingelöv. "Alternative Identities and Foreign Language Learning." Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1223.

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My D-essay has the working title “Alternative Identities and Foreign Language Learning”. I have chosen this area because I have noticed a certain reluctance among Swedish students to use the foreign language English in English classes. They often seem embarrassed to express themselves in a language which is not their mother tongue, but they seem less embarrassed when they are allowed to act somebody else. These two observations converge into a focus of discussion on the matter, which will be supported by a minor study of my own, by extracts from other people’s essays on the matter, and by an overview of current litterature on language, identity and drama.The aim of my essay is to compare Swedish students’ willingness to use the foreign language English when acting minor plays in school, as themselves and as a chosen character, and to investigate the possibility of improving students’ willingness to use a foreign language, when given the opportunity to do so through acting somebody else.

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Ruesch, Ashley. "Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2961.pdf.

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Thacker, Josie Eileen. "The Effect of Language Learning Experience on Motivation and Anxiety of Foreign Language Learning Students." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8759.

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The purpose of this study was to examine how motivation and anxiety within learners studying a foreign language are affected by a participant's language requirement (whether a participant has a language requirement as part of their education), language class level, and language learning environment (those with traditional classroom verses significant in- country experience). The current study surveyed and analyzed the responses of 124 students currently enrolled in a language class at Brigham Young University. Self- reported survey results demonstrate the relationship between motivation and anxiety with relation to language class level, language learning experience, and language requirement fulfillment. Further analyses were done in order to explore the interaction of different types of motivation (instrumental, integrative, intrinsic and resultative) and different types of anxiety (classroom, text anxiety and fear of negative evaluation) on the three factors examined in this study. Results indicated that there was a significant difference in motivation for participants whose major required taking foreign language courses and those whose major did not require a foreign language. Specifically, the results of the sub types of motivation (integrative, intrinsic, instrumental, and resultative) indicated that those that were required to take the language as a requirement had higher instrumental motivation than those that were not required to take a foreign language. The second significant finding of this study is that there was no effect on motivation and anxiety levels of participants with regard to language class level with one exception. Students at the 200 level had greater language class anxiety and lower resultative motivation than the other levels did. The third significant finding was that significant in- country experience did not affect motivation or anxiety. These results demonstrate that several factors may influence students' motivation and anxiety levels when learning a foreign language.

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Mormori, Pelagia. "The role of attitudes and motivation in foreign language learning." Thesis, University of Kent, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384833.

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Johnson, Brianna. "Motivation and Attitudes Toward Learning French in the University's Foreign Language Classroom." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/867.

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In second language research and pedagogy, motivation has been labeled as a key factor for success (Clément, 1980; Dörnyei, 1998; Tremblay & Gardner, 1995; Deci & Ryan, 1985); namely, language learners with high levels of motivation will be more successful than those who exhibit more negative attitudes towards learning the TL. Through classroom observations, student survey responses and personal interviews conducted in a beginner-level university French class, this study attempted to determine broad motivational patterns using Gardner's (1982) binary integrative and instrumental model, and then determine specific origins for these motivations. Four interviewees were selected: two with high instrumental and integrative orientation, and two with low integrative and instrumental orientation. Research questions aimed to determine initial motivational tendencies of the students and how these changed or remained consistent throughout the semester; additionally, a comparison between what interviewees indicated about their own motivational tendencies and their class performance were analyzed. The findings of this study indicated that integrative motivational tendencies shifted positively over the course of the semester, whereas instrumental motivational tendencies remained consistent. The change in integrative motivation was mainly due to cultural francophone insights brought to the classroom through the instructor and textbook materials. The malleable nature of integrative motivation presupposes that students' investment (Norton-Pierce, 1995) in, or motivation, to learn the TL language culture must grow in order for integrative motivation to do so as well. Implications include how larger university environments can more successfully hone in on individual achievement through teacher awareness of student motivational behaviors in the classroom. Additionally, pedagogical implications will aid educators in better understanding their pupils' motivation for learning foreign languages and recognizing how student behavior can be helpful indicators of waning or waxing motivation in class. Results suggest that teaching culture in the FL classroom can help augment integrative motivation.

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D'ARCY, HERNÁNDEZ LIZA HELGA. "Intercultural communication in foreign language learning and retention in online learning." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/67692.

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[EN] Despite the vast research into motivation in traditional Foreign Language Learning (FLL) environments, there has been little done into retention for online FLL. There are many factors that influence retention in online FLL environments and this thesis' original contribution to knowledge was to study the most important aspects for that context. Thus the objectives of this study are to explore the co-existence and interconnectedness between peers, students' indications of autonomous behaviour and the significance of relevance for continuity within a distant / online learning environment and how these issues relate to motivation. This qualitative research study developed a 5-week Intercultural Communication course for students who were at a B1 and B2 (following the Common European Framework of reference for Languages) level of Spanish and English that was delivered entirely online. These students were placed into groups for tutorials and met twice a week on Google Hangouts to practise their target language with natives of that language and discuss the course concepts and their relevance to FLL and their personal lives. These linguistic exchanges were recorded. The dataset that was analysed to draw conclusions were these recordings, statistics from the Blackboard learning platform course site and the pre- and post-course questionnaires. Research into distance and online learning shows that isolation plays a key role in students' decisions to abandon their chosen course. Despite that, current and available technologies have not yet exploited online learning tools that foster and encourage networked learning connections. This thesis concluded that those results are also true for the online FLL context and that emphasis must be placed on giving students opportunities to work autonomously; create spaces that will foster peer interaction, resulting in peer support; and ensure students are continuously aware of the relevance of what they are learning in order to maintain motivation and retention and consequently knowledge acquisition.
[ES] A pesar de la amplia investigación en motivación en los entornos tradicionales del aprendizaje de una lengua extranjera (ALE), se ha trabajado poco la cuestión de la retención del conocimiento en el ALE en línea. Existen muchos factores que influyen en la retención en entornos de ALE y la contribución al conocimiento de esta tesis es el estudio de los aspectos más importantes en ese contexto. Por lo tanto los objetivos que se plantean en esta tesis doctoral son analizar la colaboración y comunicación entre pares, los indicadores del comportamiento autónomo de los estudiantes y la importancia de continuar en un medio de aprendizaje a distancia/en línea y cómo todo ello se relaciona con la motivación. Este estudio cualitativo ha partido del desarrollo de un curso en linea de comunicación intercultural para alumnos con niveles de conocimiento de lenguas B1 y B2 (según el Marco Común Europeo de Referencia para lenguas) de cinco semanas de duración. Durante la realización del curso, estudiantes ingleses y españoles fueron distribuidos en grupos para realizar tutorías, siendo citados dos veces por semana en Google Hangouts para practicar la lengua de destino con alumnos nativos de la lengua meta (español o inglés). Los alumnos comentaban los conceptos del curso y su relevancia respecto a la enseñanza de una lengua nativa así como temas personales. Esos intercambios lingüísticos fueron grabados y junto con las estadísticas extraidas desde la plataforma de aprendizaje Blackboard y los cuestionarios previos y posteriores al curso conformaron la metodología a seguir y los resultados. Los resultados extraidos del estudio mostraron que el aislamiento juega un papel clave en la decisión de los estudiantes de abandonar el curso escogido. A pesar de eso, hemos detectado que la tecnología actual no saca provecho de las herramientas en línea para el aprendizaje de lenguas. La conclusión de esta tesis es que esos resultados son también válidos para los contextos de aprendizaje de una lengua extranjera online y por ello se ha de poner énfasis en proporcionar a los estudiantes oportunidades para trabajar autónomamente, crear espacios que fomenten la interacción entre pares, dar lugar a un apoyo mutuo, asegurándose que los estudiantes son conscientes de la relevancia de lo que aprenden para mantener la motivación y la retentiva, adquiriendo de este modo conocimiento.
[CAT] Malgrat l'àmplia recerca en motivació en entorns tradicionals d'aprenentatge d'una llengua estrangera (ALE), s'ha treballat poc la qüestió de la retentiva per a ALE online. Hi ha molts factors que influeixen en la retentiva en entorns de ALE online i la contribució original al coneixement d'aquesta tesi ha sigut l'estudi dels aspectes més importants en aqueix context. Per això, els objectius d'aquesta tesis doctoral són analitzar la col.laboració i comunicació entre parells, els indicadors del comportament autònom dels estudiants i la importància de continuar en un mitjà d'aprentatge a distància/en linia i com tot això es relaciona amb la motivació. Aquest estudi de recerca qualitativa ha desenvolupat un curs de comunicació intercultural per a estudiants amb un nivell de llengua B1 i B2 (seguint el Mac Comú Europeu de Referència de llengues) de cinc setmanes de durada, que va ser realitzat enterament online. Estudiants anglesos i espanyols van ser distribuits en grups per a tutorials i citats dues vegades a la setmana en Google Hangouts per a practicar la llengua meta amb nadius en eixe idioma i comentar els conceptes del curs, la seua rellevància respecte al ALE i també questions personals. Aqueixos intercanvis lingüístics van ser gravats. Els resultats són el conjunt de dades recopilats en els enregistraments, les estadístiques des de Blackboard learning platform course site i els qüestionaris previs i posteriors al curs. La recerca sobre l'aprenentatge a distància i online va demostrar que l'aïllament juga un paper clau en la decisió dels estudiants d'abandonar el curs escollit. Malgrat açò, les tecnologies actuals disponibles no han aprofitat les eines online d'aprenentatge per a promoure les connexions en xarxa per a animar a aprendre en línea. La conclusió d'aquesta tesi és que aqueixos resultats són també vàlids per als contextos d'aprenentatge de FLL online i per açò l'èmfasi ha de ser posat a proporcionar als estudiants oportunitats per a treballar autònomament, crear espais que fomenten la interacció entre parells, donant lloc a un suport mutu i assegurar-se que els estudiants són conscients contínuament de la rellevància del que aprenen per a mantenir la motivació i la retentiva, adquirint d'aquesta manera coneixement.
D'arcy Hernández, LH. (2016). Intercultural communication in foreign language learning and retention in online learning [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/67692
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Books on the topic "Motivation in foreign language learning"

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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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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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Motivation and foreign language learning: From theory to practice. Amsterdam: John Benjamins Publishing Company, 2014.

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Li, Kun. Motivational Regulation in Foreign Language Learning. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-93118-7.

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Julkunen, Kyösti. Situation- and task-specific motivation in foreign-language learning and teaching. Joensuu: University of Joensuu, 1989.

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Bartram, Brendan. Attitudes to modern foreign language learning: Insights from comparative education. New York: Continuum International Pub. Group, 2010.

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Gu, Mingyue. The discursive construction of second language learners' motivation: A multi-level perspective. New York, N.Y: Peter Lang, 2009.

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Gu, Mingyue. The discursive construction of second language learners' motivation: A multi-level perspective. New York, N.Y: Peter Lang, 2009.

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Gu, Mingyue. The discursive construction of second language learners' motivation: A multi-level perspective. New York, N.Y: Peter Lang, 2009.

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Gu, Mingyue. The discursive construction of second language learners' motivation: A multi-level perspective. New York, N.Y: Peter Lang, 2009.

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Book chapters on the topic "Motivation in foreign language learning"

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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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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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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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Ushioda, Ema. "Motivation, autonomy and metacognition." In Motivation and Foreign Language Learning, 31–49. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.02ush.

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Lorenzo, Francisco. "Motivation meets bilingual models." In Motivation and Foreign Language Learning, 139–55. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.07lor.

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Busse, Vera. "Visible learning and visible motivation." In Motivation and Foreign Language Learning, 157–74. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.08bus.

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Lasagabaster, David, Aintzane Doiz, and Juan Manuel Sierra. "Introduction." In Motivation and Foreign Language Learning, 1–5. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.001int.

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Dörnyei, Zoltán, Christine Muir, and Zana Ibrahim. "Directed motivational current." In Motivation and Foreign Language Learning, 9–29. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.01dor.

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Coyle, Do. "Motivating teachers and learners as researchers." In Motivation and Foreign Language Learning, 51–69. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.03coy.

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Henry, Alastair. "Swedish students’ beliefs about learning English in and outside of school." In Motivation and Foreign Language Learning, 93–116. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.05hen.

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Conference papers on the topic "Motivation in foreign language learning"

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Cocca, Michaela, and Armando Cocca. "THE IMPACT OF MOTIVATION AND ATTITUDES ON FOREIGN LANGUAGE PROFICIENCY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1974.

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Mukhametkaliyeva, Saya. "VIRTUAL REALITY IN TEACHING OF FOREIGN LANGUAGES." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(23).

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The study of the mechanisms of language and speech abilities has shown that the most effective method of learning a foreign language is the method of full immersion, since students enter the natural language environment and are in it constantly. But the learning process in the classroom, no matter how organized and communicative it may be, cannot replace the real teaching experience. Since the most important factors for effective learning of a foreign language are the language environment and motivation, therefore, the development of new motivational language learning environments, including virtual reality (VR), is the main elements of the learning process. In such an educational space, virtual reality helps students to understand phenomena and situations that cannot be understood and explained using traditional methods in order to become part of the real world through modeling. In general, virtual reality is an ideal learning environment, and the possibilities of its technologies for learning have an extremely high potential for application

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Besnard, Christine. "MOTIVATION IN FOREIGN LANGUAGE LEARNING: THE DYNAMIC INTERACTIONS OF MANY FACTORS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end113.

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As all educators know so well, motivation is one of the most, if not the most, challenging aspect of language learning and teaching that they must deal with in their classes. We are therefore presenting a review of the last 10 years’ literature on the major constituents of motivation, and on the intrinsic factors (anxiety, emotions, attitude, etc.) that have a deep impact on L2 learners’ motivation.

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Kaziz, Bibigul, Botagoz Aidarbekova, and Roza Zhussupova. "PROVIDING MOTIVATIONAL STRATEGIES FOR STUDENTS VIA THE DISTANCE LEARNING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(19).

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The article discusses the practical aspects of implementing e-learning technologies as a factor of various types of motivation for students in the higher education system. It shows acute problems of nowadays distance learning and the importance of motivation in the condition of distance learning. Distance learning - a wide range of educational services in which students learn from a distance, rather than being located in the classroom. It solves problems that traditional training can not solve, it is, first of all: strengthening the active role of students in their own education; the use of available educational resources; increase motivation to learn; use of interactive forms of classes; strengthening the creative component of education; availability of conditions for self-expression; saturation and intensity of training; the possibility of obtaining an expert opinion on the results of their training activities without wide publicity

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Zvereva, Ekaterina, and Kamo Chilingaryan. "ICT TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING: MODERN EDUCATIONAL PLATFORMS AS MOTIVATION TOOLS IN LANGUAGE LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0403.

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Ivanashko, Yulia P., and Yulia S. Lugantseva. "THE ROLE OF MOTIVATION IN FOREIGN LANGUAGE LEARNING AT NONLINGUISTIC UNIVERSITIES." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.11.

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Ma, Jiaqi. "FLIPPED LEARNING IMPACT ON STUDENTS' MOTIVATION TO LEARN A FOREIGN LANGUAGE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0561.

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Karasova, Rebeka, and Jana Uhlarikova. "PERSONALITY OF STUDENTS, THEIR MOTIVATION AND ACADEMIC ACHIEVEMENT IN LEARNING FOREIGN LANGUAGE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0393.

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Ismagilova, Gulyusa. "INCREASING MOTIVATION TO LEARN A FOREIGN LANGUAGE BY USING VIDEOS IN SCHOOL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0095.

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Huang, Fang, and Yuhuan Wang. "Analysis of Learning Motivation in Foreign Language Acquisiton: How do non-English majors Motivation Impacts Learning Outcome." In 2013 International Conference on the Modern Development of Humanities and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.41.

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Reports on the topic "Motivation in foreign language learning"

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SWA CONSULTING INC RALEIGH NC. Evaluating Predictors of Foreign Language Learning. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ada585074.

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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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SWA CONSULTING INC RALEIGH NC. Evaluating DLAB as a Predictor of Foreign Language Learning. Fort Belvoir, VA: Defense Technical Information Center, May 2012. http://dx.doi.org/10.21236/ada585073.

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Swartz, Merryanna L. Development of a Hypermedia Foreign Language Vocabulary Learning Environment. Fort Belvoir, VA: Defense Technical Information Center, June 1990. http://dx.doi.org/10.21236/ada227280.

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Godfrey, Kathleen. Global Learning Outcomes of a Domestic Foreign Language Immersion Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1034.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

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Clark, Louise. The Diamond of Influence: A Model For Exploring Behaviour in Research to Policy Linkages. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/apra.2020.011.

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This learning paper presents an initial analysis of the emerging research to policy linkages within the Agricultural Policy Research in Africa (APRA) programme of the Future Agricultures Consortium, which is funded by the Foreign, Commonwealth & Development Office (FCDO). APRA has an innovative monitoring, evaluation and learning approach known as the ‘Accompanied Learning on Relevance and Effectiveness’ (ALRE), which is being delivered by a small team of embedded evaluation specialists. This paper discusses how ALRE has applied the COM-B (Capability, Opportunity, Motivation and Behaviour) (Mayne 2018; Mayne 2016; Michie, van Stralen and West 2011) model of behaviour change to explore the interactions and influencing strategies between researchers and policymakers in the context of agricultural policy research in Africa. These insights have produced the Diamond of Influence, a new ALRE-adapted model, which applies each of the COM-B elements to discuss the different aspects of research to policy processes, drawing on examples of how researchers in each of the APRA focus countries (Ethiopia, Ghana, Malawi, Nigeria, Tanzania and Zimbabwe) are engaging in policy spaces.

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