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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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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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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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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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Yoshida, Hiroki, Seiji Tani, Tomoko Uchida, Jitsuko Masui, and Akira Nakayama. "Effects of Online Cooperative Learning on Motivation in Learning Korean as a Foreign Language." International Journal of Information and Education Technology 4, no. 6 (2014): 473–77. http://dx.doi.org/10.7763/ijiet.2014.v4.453.
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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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Quintos, Sherrilyn B. "EXAMINING THE RELATIONSHIP BETWEEN THE FOREIGN LANGUAGE ANXIETY AND STUDENTS’ LEARNING MOTIVATION TO FILIPINO FOREIGN LANGUAGE LEARNERS." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 1 (March 10, 2021): 645–58. http://dx.doi.org/10.17762/itii.v9i1.183.
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This quantitative research study investigated the relationship between anxiety acquired through foreign language learning and learning motivation of Filipino students in Bataan Peninsula State University. Participants were identified through stratified random sampling. It adapted two sets of questionnaires: Foreign Language Classroom Anxiety Scale by Horwitz, et al. (1986) and Foreign Language Learning Motivation Questionnaire developed by Gonzales (2006). Results showed that anxiety and motivation have a significant relationship with each other. Higher level of learning motivations students set for themselves manifest higher chances for them to develop consciousness and anxiety over their academic performance. They see L2 learning essential in employment opportunities, effective communication, and exploring foreign culture. However, their sense of interest to the course is primarily driven by extrinsic motivations which are only influenced by external factors such as the need to take the subject to pass a requirement. In return, they grow anxious and fearful of the possible consequences of being unable to achieve learning expectations and self-goals. While it is true that age does not significantly affect the relationship of the two variables under examination, it was found that females are more likely to exemplify a receptive behavior in learning than males. It is of high suggestion to integrate different strategies in teaching foreign language to minimize anxiety tendencies and maximize students’ engagement in learning. Also, it is recommended to devise or adapt a more context-specific questionnaire that will deeply explore on the intrinsic and extrinsic motivations of students and the anxiety concomitant to it. Finally, further studies are highly encouraged to be conducted to further navigate the interplay of other contributing variables in their foreign language learning experiences.
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Liu, Meihua, and Wenhong Huang. "An Exploration of Foreign Language Anxiety and English Learning Motivation." Education Research International 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/493167.
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Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter.
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Dörnyei, Zoltán. "Motivation in second and foreign language learning." Language Teaching 31, no. 3 (July 1998): 117–35. http://dx.doi.org/10.1017/s026144480001315x.
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Kozaki, Yoko, and Steven J. Ross. "Contextual Dynamics in Foreign Language Learning Motivation." Language Learning 61, no. 4 (April 4, 2011): 1328–54. http://dx.doi.org/10.1111/j.1467-9922.2011.00638.x.
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Diamantatou, Christina, and Thomas Hawes. "Foreign Language Learning, Motivation and the Market Economy." Journal of Education and Learning 5, no. 1 (December 30, 2015): 95. http://dx.doi.org/10.5539/jel.v5n1p95.
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<p>This study explores UK students’ motivation to study foreign languages, linking unrewarding past learning experiences with attrition rates and posing questions about the influence of official policy and socially structured conditions. 31 Further Education college students were given a questionnaire based on Gardner’s (1975) Attitude/Motivation Test Battery and this revealed that a high percentage even of motivated students withdrew voluntarily. We sent questionnaires to all those who had terminated their courses prematurely, leading to the finding that all respondents were in fact false-beginners, had already studied a foreign language at school, and now described the experience as unrewarding. This not only suggests that foreign language students face major challenges, but also that those variables related to the past emotional context around their studies may unfortunately trump positive motivation to learn. They may create negative expectations that finally extinguish this motivation itself.</p>
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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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Khau, Anh Hoang, and La Pho Thach. "Motivation in Foreign Language Classrooms at Tertiary Level: A Case Study." Vietnam Journal of Education 5, no. 2 (June 29, 2021): 43–51. http://dx.doi.org/10.52296/vje.2021.72.
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In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.
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Khau, Anh Hoang, and La Pho Thach. "Motivation in foreign language classrooms at tertiary level: A case study." Vietnam Journal of Education 5, no. 2 (June 23, 2021): 32–40. http://dx.doi.org/10.52296/vje.2021.97.
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In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.
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Furman, Anatolii, Anastasiia Bessarab, Iryna Leshchenko, Anastasiia Turubarova, Andriy Hirnyak, and Olha Furman. "Psychological Tools Affecting Increasing Motivation to Learn Two Foreign Languages." Journal of Curriculum and Teaching 11, no. 1 (January 17, 2022): 255. http://dx.doi.org/10.5430/jct.v11n1p255.
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The problem of the formation and development of motivation to learn occupies one of the central places in educational institutions. Its relevance is due to the priority areas of development and modernization of education. In the article, the authors analyzed the motivation for learning a foreign language, the factors that affect it. Analysis of the literature revealed two main factors that can increase students' motivation to learn a second foreign language. The authors examined the maximum effectiveness of increasing student motivation to learn a second foreign language as a synergy of three components: the teacher's personality, which can create a safe motivating environment, focusing on other people's culture and the connection between two foreign languages. The authors proposed psychological and methodological tools to increase the motivation of students to learn two foreign languages. A distinctive feature is the synergy of 3 components (personality of the teacher, safe motivating environment and connection between two foreign languages). This toolkit was tested in 2 stages during 2019-2021 and showed its effectiveness.
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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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Maktiar Singh, Kuldip Kaur, David Loh Er Fu, Irene Leong Yoke Chu, Phang Yook Ngor, Chan Yann Seng, and Nurul Atiqah Abd Hamid. "Motivational Orientations of Learning Japanese as A Foreign Language Among Undergraduates In A Public University In Malaysia." Asian Journal of University Education 17, no. 3 (August 1, 2021): 255. http://dx.doi.org/10.24191/ajue.v17i3.14525.
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Abstract: Motivation is a key factor in learning a foreign language. This study investigated the instrumental, integrative and attitudinal motivation level of students learning Japanese as a FL in a public university in Malaysia. A survey questionnaire based on Gardner’s (1985) AMTB (Attitude/Motivation Test Battery) and Dornyei’s (1994) Attitudinal Motivation was given to 171 undergraduates. Descriptive and Inferential statistics were used to analyse the data. The results of the study indicated that the foreign language learners were generally highly motivated to learn Japanese as a foreign language. Moreover, their integrative and attitudinal motivational levels were similarly high and slightly higher than their instrumental motivation. There were also statistically significant differences among the three subscales of attitudinal motivation viz. teacher-specific, course-specific and group-specific. They were more oriented towards teacher-specific and course-specific attitudinal motivation than group-specific attitudinal motivation. The implications for EFL teachers and curriculum developers are that it would improve foreign language learning courses in future by designing suitable lessons and preparing appropriate materials and activities.
Keywords: Attitude, Foreign language learning, Instrumental orientation, Integrative orientations, Motivation
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Khaliavka, Lidiia. "Development of non-philological specialties students’ motivation to study a foreign language." IMAGE OF THE MODERN PEDAGOGUE 1, no. 3 (June 16, 2021): 64–67. http://dx.doi.org/10.33272/2522-9729-2020-3(198)-64-67.
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The article presents theoretical and practical aspects of forming motivation to study a foreign language for students of non-philological specialties. The essential characteristics of the concept of «motivation» are substantiated. The leading motives of students to study English are outlined. It is concluded that the structure of motives of future professionals is dominated by internal motivation, meaningfully related to educational activities.The results of the study confirm that the solution of educational problems by students independently activates their educational activities and strengthens the motivational sphere. It is proved that the use of play activities in the learning process simplifies the process of learning and motivates to learn the language. Additionally, precisely selected and regulated content of the discipline with a constant lively pace of learning a foreign language motivates students to succeed. In addition, the personal interest of the teacher in the progress of students adds to the latter’s desire to learn.It is concluded that modern research of scientists and employees of higher education related to the researched problem involves the search for new ideas, motivations, motives that increase the effectiveness of learning motivation as a major component of mastering a foreign language by students of non-language specialties.
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Ovsyanko, Ganna, and Svitlana Kyrychenko. "Psychological features of studying a foreign language for professional purposes." International Scientific Journal of Universities and Leadership, no. 11 (June 14, 2021): 158–67. http://dx.doi.org/10.31874/2520-6702-2021-11-1-158-167.
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The article considers the issue of taking into account the psychological characteristics of students in the study of a foreign language for professional purposes. It was analyzed the methodological aspects of taking into account psychological features in teaching a foreign language. Emphasis is placed on the need and importance of taking into account the psychological characteristics of students in the process of learning a foreign language for professional purposes. The main psychological factors of learning a foreign language are identified. Among the main psychological factors are: motivation and interest in language learning, temperament, memory, ability to learn languages, language barrier. Motivation is a major factor in language learning. Only the motivation to succeed can bring results in language learning. Psychological comfort in the classroom is a way to realize their importance in society, trying to get the most information for successful self-development. Under the condition of complete psychological comfort, the intensive development of mental processes and imagination, the improvement of memory, and the ability to communicate begin. Activating memorization processes also plays an important role in foreign language learning. The human brain is a complex mechanism and the main indicator of its efficiency is attention. If attention is reduced, a person can hardly concentrate. The article states that the success of learning a foreign language is determined by a combination of factors: motivational, emotional, cognitive, linguistic, psychophysiological and interactive. This means that the psychological aspects of learning a foreign language determine not only the goals and objectives of teaching, motivation, interest of students, but also the methods and approaches to learning. Emphasis is placed on the need to constantly search for new opportunities and ways to form and improve methods of learning a foreign language for professional purposes. The leading idea of the article is that taking into account the psychological, pedagogical and individual characteristics of students in the study of a foreign language for professional purposes allows to introduce new technologies into the educational process, increase learning efficiency, develop language skills and competencies, develop creative abilities, increase independent and extracurricular activities.
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Bortnikova, Tatyana G., and Marina I. Dolzhenkova. "Ways of increasing motivation in the university foreign language teaching." Tambov University Review. Series: Humanities, no. 186 (2020): 34–41. http://dx.doi.org/10.20310/1810-0201-2020-25-186-34-41.
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The problem of ways of increasing motivation in the university foreign language teaching is analyzed. It is emphasized the motivation can cause the purposeful activity of a student’s personality in learning a foreign language. The analysis of scientific literature that is connected with the problems of motivation as a complex mechanism of the correlation of external and internal factors that determine the appearance and methods of implementation of educational activity forms, its focus on the internal incentives of knowledge gaining, is carried. Attention is focused on the fact that the efficiency of educational activities depends on the strength of motivation. The degree of success depends on the use of techniques and methods of the learning process organizing, which, in our opinion, contribute to the creation of motivational incentives of learning a foreign language: the linguistic and country-specific studies aspect, focus on professional activity, the use of computer technologies in extracurricular work, and educational process gamification. It is concluded that the internal motivation has a great motivating force, and its condition is the creation of the success situation by the teacher that can be reached with the help of reward for successful work system, attracting the additional material of country-specific studies nature, improving communicative skills, usage of educational platforms as homework, usage of the gamification to involve students in solving educational non-game processes and situations.
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Калерия Ковалёва and Эльвира Герасименко. "ОСОБЕННОСТИ МОТИВАЦИИ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ." World Science 3, no. 4(56) (April 30, 2020): 10–18. http://dx.doi.org/10.31435/rsglobal_ws/30042020/7031.
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The problems and the specifics of motivation during foreign languages teaching in higher educational establishments have been considered in the article. The importance of this problem solving is determined by the fact that educational motivation is a decisive factor of educational process efficiency. Motivation provides interest to learning activity, improves the work of all cognitive mechanisms and speech activity: memory, thinking, attention and also activates the linguistic unit memorization, which stimulates successful foreign language communication. The aim of our investigation is to analyse the nature, structure and approaches of the motivation formation, development and maintenance during foreign languages studying. The object of our investigation is the educational activity motivation, in particular foreign languages teaching. The subject of our investigation is the structure, components, mechanisms of effective functioning, conditions of motivational studying activity development. Different classifications of motivational factors have been considered and the main types of motives during a foreign language studying have been distinguished. The anti-motivation factors which affect the quality of the educational process have been also considered in the context of this work. As a result of investigation, it has been stated that the level of motivation increasing during a foreign language studying is possible only with the complex usage of these conditions.
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(IJIE), International Journal on Integrated Education, and Sobirova Robiyaxon Maxamatismoyilovna. "Enhancing students motivation in Learning English Language for non-philology students." International Journal on Integrated Education 3, no. 11 (November 5, 2020): 41–44. http://dx.doi.org/10.31149/ijie.v3i11.820.
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We all know that ensuring the quality of foreign language teaching of the younger generation, radically improving the system of training specialists fluent in foreign languages, the development of foreign languages that meet international educational standards. Training is one of the goals of the ongoing educational reform in our country. In order to identify and identify opportunities for language teaching, the teacher's knowledge, creativity, ability to arouse students' love for their subject, to establish a cooperative relationship with the student requires modern requirements. The decision is aimed at further development of foreign language teaching, implementation of measures to improve the level and quality of training of highly qualified teachers of foreign languages for secondary schools, vocational colleges and academic lyceums, higher education institutions in accordance with international standards. At the same time, it should be noted that each language studied has its own rules and secrets. In order to become a professional who meets international standards, the learner is required to ignore the most delicate layers of language.
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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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Lasagabaster, David. "Integrating content and foreign language learning." Journal of Immersion and Content-Based Language Education 5, no. 1 (April 7, 2017): 4–29. http://dx.doi.org/10.1075/jicb.5.1.01las.
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Content and language integrated learning (CLIL) programmes have recently gained momentum in many European countries in the belief that students will significantly improve their foreign language proficiency while content learning is not negatively affected. Based on a longitudinal qualitative approach, this article focuses on students’ reflections on their experience with CLIL. Previous studies have shown that students are able to reflect on organizational conditions and their learning process, while their reflections allow researchers to identify some of the key elements in students’ beliefs. Through focus groups carried out over a three-year period, this study gathers secondary education students’ reflections on their motivational stance, the CLIL experience, and the use of their linguistic repertoire in the CLIL classroom. By tapping into students’ language beliefs, reflections, and motivation, a clearer picture of CLIL settings will be available by bringing to light both the strengths and weaknesses of these programmes.
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Halashova, Olena. "MOTIVATING STUDENTS FOR ORAL FOREIGN LANGUAGE COMMUNICATIVE ACTIVITY IN THE PROCESS OF DISTANCE LEARNING OF A FOREIGN LANGUAGE." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 18–26. http://dx.doi.org/10.31499/2307-4906.2.2021.236626.
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The article analyzes the necessity of forming the motivation of students for oral foreign language communicative activity in the process of distance learning. The importance of motivation and self-motivation for learning in conditions of physical isolation is proved by numerous studies of modern scholars.The purpose of the article is to search for approaches to creating feedback between students and their motivation for foreign language communication in the context of distance learning. Such approaches, according to the author's conclusion are: attracting students to professional research activities, providing students with the initiative to create online collaboration groups, collaborating according to a well-coordinated plan, and identifying individual achievements of students. The effectiveness of the communicative method is defined in view of the applied didactical principle of conscious approach in the process of study a foreign language and practical implementation of this principle as teaching a foreign language based on the native language support.The significance of the students’ scientific work for the growth of their creativity, self-fulfillment, formation of creative critical thinking and the development of individual abilities in solving practical problems, identifying the initiative, expanding the theoretical world outlook and scientific erudition, and the conscious use of theoretical knowledge in future practical activities is obvious. Thus being one of the most important motivating factors for oral foreign language communicative activity in the process of distance learning students’ scientific research work is aimed at forming a culture of foreign language broadcasting, the formation of students’ reflective and research culture to interactively cooperate in the process of performing problem-oriented professional tasks,in the process of cooperation in small groups and creating public speaking skills. The purpose of involving students in research activities was to form a positive motive for learning, awareness of future psychologists about theoretical and practical significance of knowledge gained during the search and processing of professional information. It should be noted that the selection, approval of individual findings of each student by the teacher will help to form their motivation for further exploration and the need to share experiences with other students in the group.
Keywords: distance learning, communication, foreign, motivation, self-motivation, cooperation, research activities, self-fulfillment.
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Afanasieva, Larysa, and Maya Smyrnova. "GOOD KNOWLEDGE OF A FOREIGN LANGUAGE AS A MEANS FOR GENERAL AND VOCATIONAL EDUCATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 158–62. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-158-162.
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This article deals with the features of teaching a foreign language (German) of a professional orientation at a technical university. The authors substantiate the relevance of the study, pointing out that proficiency in a foreign language is a means of general and professional development of a student's personality. The stimulating factor in learning a foreign language (German) is motivation. The conditions that contribute to increasing the level of motivation of students of technical specialties of the university in the process of studying a foreign language (German) of a professional orientation are described in detail. The authors of the article emphasize that the professional orientation of teaching a foreign language (German) at a university contributes to the further formation of students' motives, awareness of the importance of acquiring knowledge for the successful mastering of a profession, which in turn determines the need for mastering skills and abilities. They argue the need to provide a motivational sphere in the process of learning a foreign language (German). Explain that intrinsic motivation is not enough to get a high-quality higher education, to become a competitive specialist. That’s why it is necessary to develop external motivation. The authors describe in detail the reasons for the predominance of external motivation over internal motivation among students in the issue of learning a foreign language (German). Particular attention is paid to the study of the issue of the fact that the satisfaction of the actual cognitive and professional motives in the study of a foreign language (German) forms a stable motivation for its further study as a means of communication, obtaining new information for solving academic and professional communication problems. The article is of particular interest to philologists, teachers of foreign languages.
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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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Korotka, Nataly. "MOTIVATION IN THE PROCESS OF LEARNING ENGLISH WHEN TEACHING POST – GRADUATE STUDENTS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 246–49. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-246-249.
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The article is devoted to the study of the stages of formation of motivation of educational activity in the process of learning a foreign language in the training of post graduate students. Rapid development of different forms of teaching foreign languages, changes in social and cultural life involves changing demands of our society for the whole education and particularly learning foreign languages. Since some students do not have physical need of using foreign languages as a means of communication, one of the most important factors which stimulate the process of communication in a foreign language is motivation in leaning foreign languages. In our paper motivation is referred to as a system of motives which leads the learning process to thorough knowledge of foreign languages with the positive aim of teachers. We have formulate the specific methodical principle underlying in the organization of teaching foreign languages to post graduates students. It was considered different ways of forming a positive sustainable motivation of graduate students’ educational activity. The formation of such motivation should not use one way, but all the ways in a certain system, in complex, because one of them, without others, cannot play a decisive role in the formation of post graduate students motivation.
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Pestushko, A. V., and V. B. Honcharova. "THE EFFECTIVENESS OF MEANS TO INCREASE MOTIVATION TO LEARN ENGLISH." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 1(20) (2021): 77–85. http://dx.doi.org/10.51707/2618-0529-2021-20-08.
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The proposed article is devoted to the study of fictional texts as a means of increasing motivation in the process of learning English. The topic of the article is determined by the search of ways of motivation formation in the process of learning a foreign language on the basis of the consideration of what motivation in general and what ways of its increasing exist in modern methods. The article analyzes the role of motivation in activities and identifies that motivation is one of the most important tools for managing students’ learning activities. The theoretical foundations of formation of motivation in learning a foreign language are characterized. The main stages of scientific ideas in the sphere of pedagogy are reflected in the given work. Such concepts as “motivation”, “learning motivation” are considered and also the samples of creative text tasks as an effective way of increasing motivation in learning English are analyzed and their analysis for developing motivation in learning English is done. The system analysis of available data on the problem of motivation is conducted. Modern techniques of foreign language and their meaning for the formation of students’ motivation are distinguished and described. The complex of exercises contributing to the increase of motivation is found out. The complex analysis of pedagogical, psychological and linguistic knowledge on the problem of research is established. The monitoring of the level of formation of students’ motivation to learn a foreign language, observation, and questionnaire survey was revealed. The methodological principles of studying motivation have been analyzed. The regularities of motivation development as the highest form of regulation of mental processes and the driving force of human activity are highlighted and analyzed. The correspondence of the main components of learning activity organization is established; the leading motives of schoolchildren in learning a foreign language are grouped based on the given theories. The types of learning motivation of modern times are presented. The reasons that prevent students from learning a language are identified. The most motivating factors in language learning are presented.
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Budiarti, Yuniah. "Language Learning Strategies, Gender, and Motivation in Foreign Language Context." Journal of English as A Foreign Language Teaching and Research 2, no. 1 (March 31, 2022): 19–33. http://dx.doi.org/10.31098/jefltr.v2i1.780.
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How the students deal with their learning strategies has been investigated in the last few decades. The main points in this article focused on the profile of learning strategies used by the students of SMA N 16 Samarinda in the academic year 2020/ 2021 from the tenth to twelfth grade in learning English as a foreign language, gender, and motivation types. This study is quantitative research. The data was taken from two main questionnaires: SILL and motivation questionnaire. In analyzing the data, SPSS version 26 was used in this study. The number of participants was 99 students that consisting of 41 males and 58 females. The finding in this study found that the participants mostly used metacognitive strategies in their language learning and cognitive strategies were the least used. There was no significant difference between LLS usage with gender. Students’ intrinsic and intrinsic motivation play a significant role in their interest in learning English as a foreign language.
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Quan, Zhu. "Motivation for a Second or Foreign Language Learning." SHS Web of Conferences 6 (2014): 04004. http://dx.doi.org/10.1051/shsconf/20140604004.
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Isroilova, Baxtijon Baxromjon qizi. "THE ROLE OF MOTIVATION IN LEARNING FOREIGN LANGUAGE." European Science Review, no. 3-4 (2021): 30–33. http://dx.doi.org/10.29013/esr-21-3.4-30-33.
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Mihaljević Djigunović, Jelena. "Attitudes and Motivation in Early Foreign Language Learning." Center for Educational Policy Studies Journal 2, no. 3 (September 30, 2012): 55–74. http://dx.doi.org/10.26529/cepsj.347.
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This paper focuses on young foreign language learners’ attitudes and motivations. An overview is given of the main issues in this research area, based on key European studies. Approaches to studying these af-fective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation. Research findings are presented through overviews of cross-sectional and longitudinal studies carried out in different European settings. The latter are presented in more detail, because their findings seem to be more revealing of the early foreign language learning process. The overall conclusion of this review paper is that young foreign language learners’ attitudes and motivations are not stable learner characteristics but change over time, creating layers of complexity that warrant further research.
Suggestions about possible future directions in researching young foreign language learner attitudes and motivations, and the application of its findings are also made.
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Ranjan, Ranjeeva, and Andrew Philominraj. "Language Learning Strategies, Motivation and Gender in Foreign Language Context." Universal Journal of Educational Research 8, no. 2 (February 2020): 591–604. http://dx.doi.org/10.13189/ujer.2020.080231.
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Перішко, Ірина Володимирівна, and Світлана Василькевич. "GENDER DIFFERENCES IN FOREIGN LANGUAGE LEARNING." Інноватика у вихованні 1, no. 13 (June 15, 2021): 95–101. http://dx.doi.org/10.35619/iiu.v1i13.334.
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The paper focuses on influence of gender and academic abilities in learning of foreign languages. The effects of gender and scholastic ability on vocabulary retention and reading comprehension in a foreign language have been determined. Research on gender differences is a disputable issue. The substantial studies on the scientific problem have been analyzed. The authors investigate gender differences in the attitudes and performance of male and female students of various ability levels while dealing with a foreign language task. The article describes gender differences that are important and informative. Though, the issue of gender differences is not distinctive there is a marked differentiation between males and females of high ability adolescent learners. The reasons for the disparity can be the differences in socialization or in learning preferences and styles. The article outlines the factors that have been proposed to account for the imbalance between males and females academically talented learners. The differences in motivation among boys and girls of different ability levels and the differential effect of motivation on individuals who belong to the gender groups are important in deciding the types of activities that would most benefit all students.
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Shaikholeslami, Razieh, and Mohammad Khayyer. "Intrinsic Motivation, Extrinsic Motivation, and Learning English as a Foreign Language." Psychological Reports 99, no. 3 (December 2006): 813–18. http://dx.doi.org/10.2466/pr0.99.3.813-818.
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SHAIKHOLESLAMI, RAZIEH. "INTRINSIC MOTIVATION, EXTRINSIC MOTIVATION, AND LEARNING ENGLISH AS A FOREIGN LANGUAGE." Psychological Reports 99, no. 7 (2006): 813. http://dx.doi.org/10.2466/pr0.99.7.813-818.
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Dégi, Zsuzsanna, and Orsolya Kovasch. "English language learning motivation of students at the Sapientia Hungarian University of Transylvania in Miercurea Ciuc." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 567–82. http://dx.doi.org/10.15503/jecs2021.2.567.582.
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Aim. The present research aims to explore the English language learning motivation of students at the Sapientia University, Faculty of Economics, Socio-Human Sciences and Engineering, Miercurea-Ciuc (Csíkszereda). Method. 103 students took part in the exploratory research where an online questionnaire containing 50 statements was used to find out students’ motivations to learn English, focusing on seven different motivational factors (instrumentality, desire to become a global citizen, ideal foreign language self, desire for self-satisfaction, attitudes towards learning English, cultural integration and ought-to foreign language self). Results and conclusion. Results show that instrumental motivation has a strong effect on the surveyed students as they are highly motivated by the idea of getting a well-paying job with the help of their English language knowledge. Moreover, we also found out that participant students do not want to integrate within a native English-speaking community; they do not want to speak the language as native speakers, they rather aim to become global citizens with English. Cognitive value. The results of this exploratory research might offer valuable insight into students’ language learning motivation. Therefore, the study might be helpful for university teachers to have detailed information and a clearer picture of their students’ language learning motivations.
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Yusuf, Yunisrina Qismullah, Yuyun Nailufar, Raja Nor Safinas Raja Harun, and Bustami Usman. "University Students' Motivation in Learning Arabic and English as Foreign Languages in Aceh." Langkawi: Journal of The Association for Arabic and English 6, no. 2 (December 26, 2020): 87. http://dx.doi.org/10.31332/lkw.v0i0.1981.
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This study explored the motivational types of English and Arabic language major students at one of the state Islamic universities in Banda Aceh, Indonesia. A questionnaire was given to 30 English and 30 Arabic major students to measure the level and type of students' learning motivation. A five-point Likert scale was used in the questionnaire, and the data were analyzed quantitatively using SPSS software. The results revealed that the English major students had a high integrative motivation in choosing English as their major compared to instrumental motivation (M=3.15˂M=4.19). Similarly, the Arabic major students dominantly had integrative motivation in learning Arabic compared to instrumental motivation (M=3.09˂M=4.29). The results further showed that integrative motivation could bring positive learning outcomes to the students because their goal of learning was to be accepted, and or be part of the language community they were learning. To conclude, English major students were enthused to study English because they wanted to be knowledgeable in English and used it to interact with other speakers of this language. In the same way, Arabic major students were also driven to learn Arabic for the sake of being knowledgeable in Arabic, to use it to interact with other people who use this language and to increase their appreciation towards the Arabic arts and literature. Finally, the findings of this study can increase awareness among students, teachers, researchers, and policymakers who work on enhancing motivation to increase students' interest in learning foreign languages at Indonesian universities.
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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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Jr., Ricardo Roman, and Aixa M. Nunez. "Motivational Factors that Influence English as a Foreign Language Learners at Quality Leadership University, Panama City, Panama." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 543. http://dx.doi.org/10.17507/jltr.1104.03.
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Research in second language acquisition took off in the early 1970s. This study on integrative and instrumental motivation examined the correlation between the two forms in terms of second language acquisition, and the interest it has generated through continued research efforts in language learning. Research to date suggests a possible relationship between motivation and second language learning. The results obtained by this research were determined by two basic types of motivation which play a relevant role in second language acquisition, it also revealed which was the most prevalent motivational factor that influences students in learning English as a Foreign Language (EFL) at Quality Leadership University, Panama. Our objective was to prove that instrumental motivation is more prevalent among students learning English as a Foreign Language in Panama. Although cultural awareness is very much present in the EFL classroom, it too plays a major role with English Language Learners (ELLs). This is a quantitative research study which includes a questionnaire classifying twenty motivational statements into two types of motivation, integrative and instrumental. The study revealed that instrumental motivation was more prevalent among English language learners at Quality Leadership University, Panama. Albiet learning about new cultures has been the driving force with which students approach language learning and students in Panama are not the exception. We can thus conclude that instrumental motivation has been acknowledged as the significant factor by students surveyed and the interest in specific language learning for career advancement, whereas integrative motivation is linked to more general second language acquisition for the benefit of cultural integration.