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

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Published: 24 April 2022

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1

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 o

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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 an

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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

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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

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Dijkstra, Daniel. "Motivation and English as a foreign language : Motivation among Swedish upper secondary school students." Thesis, Karlstad University, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4271.

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<p>In order to be able to influence the motivation of second language learners one first has to understand what motivation is, what its preconditions are and how to detect it. The research for this essay was done with the help of one hundred and ten students from seven classes in two different upper secondary schools and most of these learners were first year students.</p><p>The aim was to find and measure the students' motivation to learn English and how this motivation can be influenced in a positive manner. The method used to collect the necessary data was a questionnaire which asked questi

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Farah, Amina. "Motivation in learning English as a foreign language : A study on motivation and classroom experience in adult students learning English." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28250.

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This essay examines whether a group of adult students of upper secondary school level are instrumentally and/or integratively motivated to learn English as a foreign language. The study also examines if there are any similarities/differences between the students in the different motivation categories classroom experience. This essay is based on a quantitative questionnaire. The questionnaire was answered by adult students who were studying English 5 at upper secondary level in Sweden. The results show that some of the students were instrumentally motivated by factors such as their desire to en

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13

Dimova, Svetoslava. "Foreign Language for Content: Aiming to Develop Lifelong Learning Dispositions." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/97.

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ABSTRACT FOREIGN LANGUAGE FOR CONTENT: AIMING TO DEVELOP LIFELONG LEARNING DISPOSITIONS by Svetoslava Dimova In the context of emphasis on English language, mathematics and science within the American educational system (No Child Left Behind, 2001), foreign language education appears to be increasingly dissociated from educational priorities. Ways to create relevant goals and optimize the effects of foreign language teaching emerge through the use of communication technologies and connections to academic content. This qualitative study explores the relationship between high school students’ sk

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Busse, Vera. "Foreign language learning motivation in higher education : a longitudinal study on motivational changes and their causes." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:4863fa65-02e7-47e5-9258-6132e4ef8817.

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L2 motivational research may be described as an ongoing quest to identify motivational attributes underlying motivated language learning behaviour. This study employs a novel theoretical and methodological focus in this endeavour: firstly, it applies theories of the self to a motivational exploration of L2 motivation involving first-year students studying towards German degree courses at two major UK universities. Secondly, the study explicitly addresses the time- and context-sensitive nature of motivational attributes. While the majority of L2 motivational studies treat motivational attribute

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Forder, Claire. "The student voice in models of language learning motivation : listening to secondary school students' experiences of foreign language learning." Thesis, University of Brighton, 2015. https://research.brighton.ac.uk/en/studentTheses/32f7194b-4609-43f3-a5c6-353642cf2b55.

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Post-14 foreign language learning in England has seen a decline in recent years. This follows changes to languages education policies which made the subject optional rather than part of the statutory National Curriculum. Such changes were predicated in part on the belief that optional study would increase students’ motivation to continue with language learning. However, the number of students choosing to study for a General Certificate in Secondary Education (GCSE) in another language decreased significantly once the changes were implemented in 2004.

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Bernaus, Mercè. "The role of motivation in the learning of English as a foreign language." Doctoral thesis, Universitat de Barcelona, 1992. http://hdl.handle.net/10803/665684.

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La principal hipótesis que se plantea en esta tesis es que la motivación influye en el aprendizaje del inglés como lengua extranjera. Otra de las hipótesis planteadas es que el entorno socio-cultural y/o el profesor pueden influir notablemente en la motivación del alumno y, por tanto, en su aprendizaje del inglés como lengua extranjera. El estudio estadístico de datos relativos al aprendizaje del inglés, a la motivación y al entorno socio-cultural de 137 estudiantes que fueron encuestados cuando cursaban Primero y Tercero de BUP, junto con datos de personalidad y formas de enseñar de sus pr

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Bouteldjoune, Abdelmohssen. "MOTIVATION IN FOREIGN LANGUAGE LEARNING SETTINGS: THE CASE OF ARABIC IN THE USA." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/868.

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The term motivation has been the key for several research studies in language learning since Gardner and Lambert (1972) introduced the term to the field; however, the term did not go beyond the two types instrumental and integrative. Several studies were built over these terms, but none of them has explicitly investigated the motivation for learning Arabic language as a foreign language in the USA. Arabic is one of the languages where motivation for learning in the USA is increasing, thus came this study to investigate the reasons and orientations i.e. initial motivation for learning Arabic an

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Saheb, Veronique. "Motivation in English as a Foreign Language Learning : A study of motivation toward English language learning in Stockholm´s upper secondary schools for adults (KOMVUX)." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27544.

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This study investigates the levels and types of motivation among KOMVUX students at basic and upper secondary levels of English in the county of Stockholm. 95 adult learners of English completed a questionnaire in three municipalities of the county in November 2014, of which 93 were used in the results. The results showed that the instrumental and integrative motivations of adult learners of English are concomitant. They also demonstrate there is no significant correlation between adult students´ level of English and their degree of socially oriented motivation. Differences among adult learner

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Rydén, Sofia. "Learning English as a Foreign Language as a Deaf Pupil in Sweden : An Investigation of Motivation." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118874.

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Motivation is an important factor when it comes to learning a language, including the Deaf and hard of hearing pupils. The purpose of this investigation is to investigate whether Deaf and hard of hearing pupils in Sweden are motivated to learn a foreign language, i.e. English, and whether the motivation is an intrinsic or extrinsic kind. The aim of this study is to contribute with extended knowledge and an in-depth understanding of motivation to learn a foreign language among Deaf and hard of hearing pupils, since no research of this kind has been conducted in Sweden, so far. The investigation

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Benmansour, Naima. "Motivation and learning preferences of Moroccan high school learners of English as a foreign language." Thesis, University of York, 1996. http://etheses.whiterose.ac.uk/4270/.

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Mohammed-Ali, Ahmed Shakir. "Attitudes and motivation of Arabic-speaking students of science and technology in Wales towards English and their relationship to proficiency in English." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260168.

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Paljakka, P. (Petra). "Future English teachers’ perspectives on the impact of motivation on learning a foreign language." Bachelor's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201911283201.

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Abstract. This thesis examines the impact of motivation to the learning process and what the teacher can do to affect the motivation levels of their students. The research is done with qualitative methods using semi-structured interviews. English teacher students were interviewed on how they view the impact of motivation in language learning and what they think the teacher can do to motivate their students. The interviews were recorded and then transcribed. The data was analysed using an inductive thematic analysis. The analysis indicates that the participants recognised the importance of moti

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23

Miura, Tsuyuki. "Motivational trajectories of successful foreign language learners: Six biographical case studies." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/138294.

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CITE/Language Arts<br>Ed.D.<br>This study concerns foreign language learners' motivational changes over a long period of time; it is an investigation of the learning histories of six learners who have achieved high proficiency in English. Unlike a large body of conventional foreign language learning motivational research, which has primarily been conducted using quantitative methodologies, this study employs two non-conventional approaches, a combination of learners' biographies and case study research. The primary purpose of the study is to holistically explore successful English learners' mo

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Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.

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Martin, Ron Reuel. "The Foreign Language Learning Value Beliefs of Japanese Elementary School Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/232554.

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CITE/Language Arts<br>Ph.D.<br>This study was an investigation of student beliefs about their EFL education, and it was based upon the subjective task value component of the expectancy-value theory, a prominent theory of achievement motivation. The participants were three cohorts of Japanese public elementary school students (Cohort 1 from 2008; Cohort 2 from 2009; and Cohort 3 from 2010); each cohort consisted of third through sixth graders (N = 1,478; N = 3,693; and N = 1,336, respectively). Three research questions with associated hypotheses were posited in order to determine: (a) if studen

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Nguyen, Thi Bich Ngoc. "Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system." Thesis, Toulouse 3, 2019. http://www.theses.fr/2019TOU30086.

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Cette recherche porte sur un dispositif d'enseignement d'une langue étrangère innovant au Vietnam, de type EMILE (Enseignement d'une matière intégrée à une langue étrangère) et promu par Le Ministère de l'éducation et de la formation en 2008. IL s'agit d'une recherche exploratoire et qualitative visant à extraire les représentations d'élèves de 1ère et 2ème année au lycée. Un premier questionnaire administré au début de la mise en œuvre de l'EMILE porte sur leurs perceptions/motivations au sujet de l'anglais en général, les cours d'anglais et les cours de type EMILE. Un deuxième questionnaire

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Nichols, Jennifer Lynn. "Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.

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Maarafi, Hayat Abdullah. "Motivation in foreign language learning in the department of English and Modern European Languages at the University of Qatar." Thesis, University of Sunderland, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398548.

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Ozturk, Gokhan. "Foreign Language Speaking Anxiety And Learner Motivation: A Case Study At A Turkish State University." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12613989/index.pdf.

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This study aimed to identify the relationship between foreign language speaking anxiety and foreign language learning motivation. In addition to this, the motivational level of learners, the effect of gender on this motivational level and the relationship between motivational orientations were examined. Besides, the level of foreign language speaking anxiety that the students experience, the effect of gender on this anxiety and the relationship between foreign language speaking anxiety and students&rsquo<br>motivational level were also investigated. Finally, foreign language speaking anxiety w

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Jia, Junqing. "Toward the Design of Motivating Experiences in a Chinese Language Program: From Beginning to Advanced Levels." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339623140.

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Kreutz, Josefin, and Natalie Rhodin. "The influence of ICT on learners’ motivation towards learning English." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34532.

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This degree project aims to investigate if ICT has any influence as motivation for English foreign language learners. Furthermore, this study is to investigate in what way the motivation is affected, if it is affected at all. Today, computers and other digital tools such as tablets influence the society greatly and are a part of the learners’ everyday life. The data in this study is analyzed and collected through survey questionnaires. The participants are 45 third graders from a Swedish elementary school. Many students today have a great interest in computers and tablets since it is a part of

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Gayton, Angela Mary. "Native English speakers' investment in foreign language learning : what role do gender and socioeconomic status play?" Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9765.

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Rhetoric about the ‘crisis’ state of language learning in predominantly Anglophone countries is nothing new, given the widely-held belief about English having ‘global lingua franca’ status. Similarly long-standing are notions of language learning being a particularly gendered or classed activity, specifically, one that is perceived as being appropriate for female, and middle-class, pupils. This thesis explores the extent of the role played by notions of gender and class in the formation of language-learning attitudes among native speakers of the ‘global’ language, through a mixed qualitative m

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Nikolaou, Alexander. "Attitudes and motivation of Greek upper secondary school pupils for learning English as a foreign language." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540090.

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The purpose of this study was to investigate attitudes and motivation for learning English as a foreign language in Greek upper secondary schools (Lykeia) following Gardner’s socio-educational model. Attitudes, as operationalised in the socio-educational model, can be broken down into attitudes to learning foreign languages, attitudes to the language under investigation (English in this case), attitudes to the learning situation (the FL lesson and teacher), and attitudes to the target language community (The British and Americans in the context of this study). The major research question is ho

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Toma, Merna. "What Motivates Students? : A Study of Students’ Attitudes and Motivation regarding English Language Learning in Swedish Upper Secondary School." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49363.

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This mixed method study aims to investigate motivation and attitudes towards English foreign language learning among Swedish upper secondary school students at vocational and preparatory programs. A quantitative questionnaire has been distributed and qualitative interviews have been conducted concerning students’ attitudes, integrative and instrumental motivation regarding English foreign language learning. Sociocultural theory has been applied to analyze the data. The findings reveal that what motivates the participants to learn English is their desires for future studies, employment, travels

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Falk, Carolina. "The Role of Motivational Strategies in the Upper Elementary Classroom : A systematic literature review about teacher strategies that promote self-confidence, motivation and a conducive learning environment." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21190.

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The aim of this literature review is to investigate which strategies teachers use to motivate pupils to communicate orally in English. The literature review also investigates how these teacher strategies affect pupils. The methodology used for this investigation is a systematic literature review. Various databases have been used when searching for literature. Scientific articles and theses have been searched for. They have also been read and analyzed before they have become a part of this review. The results indicate that some teachers feel insecure when speaking English. Therefore Swedish is

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Seki, Taeko. "Attitudes to and motivation for learning English in Japan." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/60.

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The aim of this research is to determine Japanese first-year university students’ attitudes to and motivation for learning English. A successful English-language education system is crucial for Japan, under great pressure to internationalise during her most prolonged recession ever. To help make the education system successful, knowledge of learners’ attitudes and motivation is essential. Chapter 1 discusses Japan as a stage for English-language education. Japan is identified as uniquely homogenous and insular. Internationalisation of industry and a drop in the college-age population forcing u

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Cai, Shengrong. "The impact of an online learning community project on university Chinese as a foreign language students' motivation." UNIVERSITY OF SOUTH FLORIDA, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3450613.

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Cai, Shengrong. "The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students' Motivation." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3026.

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This study empirically investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language (CFL). A newly-proposed L2 motivation theory - the L2 motivational self system (Dörnyei 2005; 2009) - was used as the theoretical framework for this study. The three aspects of motivation (ideal L2 self, ought-to L2 self, and L2 learning experience), as described in this theory, were measured before and after the online project. Specific motivating and demotivating features of the online project were generated from participants' res

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Al-Busairi, Muhammad. "Needs, attitudes and motivation in foreign language learning : a case study of Kuwait university students studying ESP." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315893.

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The purpose of this thesis is to investigate the role of needs, attitudes and motivation in developing achievement in English as a foreign language for specific purposes. In order to set the stage, however, it is first necessary to review the research literature concerned with the influence of language aptitude and intelligence in the second/foreign language process. This introduction. is necessary because language aptitude and intelligence are the two learner variables which have been considered of prime importance for Language learning other than attitude and motivation The first chapter,whi

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Tengbom, Christina. "Will learning a foreign language help me excel in my future career? : A meta-analysis of publications on the motivation in Japanese and American students to study a foreign language." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32590.

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This meta-analysis will investigate and compare existing research material on how Japanese and American high school students studying a foreign language are motivated by a belief that studying a foreign language will increase their future career opportunities. Reference material by appropriately versed authors will be used for this purpose. The concepts of attitude and motivation will be discussed together with the social context surrounding students from the two nations, such as the countries’ historical backgrounds and past and present educational circumstances. The reviewed literature revea

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Chan, Chiu Yuet. "The relationship between motivation and achievement in foreign language learning in a sixth form college in Hong Kong." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7812.

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Motivation is crucial in learning a foreign language as it probably determines one’s success in mastering the target language. This study attempts to unveil the relationship between motivation and achievement in learning English in a sixth form college in Hong Kong. The methodological dimensions of the investigation were twofold. First, by means of questionnaires distributed to 33 Advanced-level students, their motivation intensity and orientations in learning English were explored. Pearson Product Moment Correlation was computed to examine the students’ motivation components and their English

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Jenison, Priscilla Beth. "The role of motivation within an activity system for adults learning English as a second language." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/46.

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This project attempts to conceptualize the relationship between the language learner and the social world, developing a comprehensive theory of identity that integrates the language learner and the language learning context, while trying to keep motivation high.

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Shirkhani, Iraj. "The Use of English in the Rap Program Language Learning, Motivation and Personal Interests." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29796.

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This study investigates the view of some students and a teacher’s attitudes towards the learning possibilities of the integration of personal interests to the teaching of English. The research carried out at one of the largest profile schools in Sweden, with an aesthetic subject-orientation. These subjects are referred to as “passion subjects”. Qualitative interviews and observation were the methods used for data collection. The research questions were about students’ and teachers attitudes towards the involvement of their passion subject in the formal education process, as well as their views

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Park, In-Ryang. "Encouraging motivation using songs and cooperative learning to improve intercultural understanding." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1754.

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The purpose of this study is to explore the students' motivation using songs and cooperative learning to improve intercultural understanding and to achieve communicative competence. The target level is the English as a Foreign Language (EFL) intermediate level students in South Korea.

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Yin, Chengbin. "Language learning strategies in relation to attitudes, motivations, and learner beliefs : investigating learner variables in the context of English as a foreign language in China /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8258.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Ahmed, Hussein Ali. "The role of attitudes and motivation in teaching and learning foreign languages : a theoretical and empirical investigation into the teaching and learning of English in Iraqi preparatory schools." Thesis, University of Stirling, 1989. http://hdl.handle.net/1893/2133.

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Attitude and motivation, two central concepts in the domain of educational psychology, have not been attended to as required in the literature on English language teaching and learning in Iraq. Consequently, the current study aims at launching a theoretical and empirical investigation into the role of both concepts in bringing about the current discouraging situation of teaching and learning English as a foreign language in Iraq. The theoretical part of the work subsumes the first four chapters. Chapter One is the introduction where the problem to be investigated, the hypotheses, the aims of t

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Cosburn, Ericha. "An exploration of the interaction between English language learning orientation and motivation among marketing students at an FET college." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003418.

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Student motivation in FET colleges in South Africa is generally considered to be underresearched. Seyfried (1998, p. 54) contends that "motivations of participants still receive too little attention in the planning of vocational programmes". In an attempt to explore how motivational variables interact with English language leaming, this mixed-method study focused on FET marketing students studying English as part of their three-year vocational qualification. In the first phase, three focus group discussions were conducted with students from the three levels in the programme - a total of 16 stu

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48

Jia, Junqing. "Motivating Experiences in an Extended Chinese as a Foreign Language Learning Career: Identifying what sustains learners to advanced-skill levels." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500339643646484.

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49

Jönsson, Helena. "Motivational Strategies in Language Learning : Pupils’ in grade 4-6 and their teachers’ perception of the effect of motivational strategies in the English classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26549.

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To master English is a clear advantage in Swedish society and throughout compulsory school, the English subject is mandatory in each grade. Language learning is a lengthy and demanding task that requires effort and determination. Consequently, it is crucial to sustain motivation among the learners, which requires motivational and conscious teaching. There are a number of strategies that through research have indicated motivational capacity. In this empirical study, teachers’ and pupils’ perception of the motivational influence of different strategies were examined. The method was quantitative

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50

Jonsson, Helena. "Motivational Strategies in Language Learning : Pupils’ in grade 4-6 and their teachers’ perception of the effect of motivational strategies in the English classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26553.

Full text

Abstract:

To master English is a clear advantage in Swedish society and throughout compulsory school, the English subject is mandatory in each grade. Language learning is a lengthy and demanding task that requires effort and determination. Consequently, it is crucial to sustain motivation among the learners, which requires motivational and conscious teaching. There are a number of strategies that through research have indicated motivational capacity. In this empirical study, teachers’ and pupils’ perception of the motivational influence of different strategies were examined. The method was quantitative

APA, Harvard, Vancouver, ISO, and other styles

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