The Effectof Motivation (original) (raw)
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A CORRELATIONAL STUDY OF TURKISH UNIVERSITY STUDENTS MOTIVATION TO LEARN ENGLISH
Motivation has extensively been studied in English as a second and/or foreign language context. Yet, it seems worthwhile to conduct more research with different populations, as motivation is a dynamic quality that depends on a great number of variables and is rather difficult to attain. The present study aims to examine a group of Turkish university students' motivation to learn English as a foreign language and types of motivation they have. A total of 81 students at the English Language Teaching (ELT) department of a large and well-established state university in Turkey took part in the study. A 20-item questionnaire which was used by , adapted from Gardner, 1985 Clement et al., 1994) was administered to participants to find out ratio of integrativeness and instrumentality at participants' motivation. Besides, Pearson correlation test was used to investigate the relationship between participants' motivation and their age, gender and grades. Results showed that there was a weak correlation between motivation and age, and between motivation and the other two variables: gender and grade. It was also found out that students had high instrumental motivation, but that they also had a moderate degree of integrative motivation.
Turkish Students’ Demotivation to Study English: A Scale Development
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
The purpose of this study is to develop a scale that reveals factors adversely affecting the university preparatory class students' motivation for the English language and English language classes. The sample included 454 student participants. The researchers used a 6-point Likert-type scale with 50 items to collect the research data. The results of the exploratory factor analysis indicated that the scale has one factor having four-subcomponent factorial structure with 20 items. The subcomponents of the scale are 1) teacher characteristics, 2) lack of interest towards English and English classes, 3) class environment and class materials, and 4) experience of failure. Cronbach Alpha coefficient for the reliability of the scale was 0.911. Cronbach Alpha coefficients for the subcomponents were 0.847; 0.813; 0.780 and 0.768 respectively. The results of CFA indicated that factor structure fits the data. The scale is a reliable and a valid tool for measuring the factors demotivating the students in their language learning process.
An Investigation of Motivation Sources and Problems of the Learners of Turkish as a Foreign Language
Bartın University Journal of Faculty of Education, 2024
This study mainly investigates the motivation sources and problems of learners of Turkish as a foreign language (TFL). For this aim, participants (n=100) from Turkish language centres in Türkiye were recruited through convenience random sampling. Within the framework of the socio-educational model and self-determination theory, the participants were asked to complete a scale on motivation sources and problems. The collected data were coded and analysed through SPSS. The results indicated no statistically significant difference in terms of motivation sources and problems. When items were examined separately, the highest mean of the leaners' answers was in communication need. Communication with the community is one of the components of Gardner's integrative motivation. This leads us to think that learners of Turkish as a foreign language mainly have integrative motivation. When the results were compared by gender, statistically significant difference was found in one item of motivation problems subdimension. Male participants were found to think language learning is an ability and females are much better on this issue. Yabancı Dil Olarak Türkçe Öğrenenlerin Motivasyon Kaynakları ve Sorunlarının İncelenmesi Bu çalışma yabancı dil olarak Türkçe öğrenenlerin motivasyon kaynaklarını ve bu süreçte yaşadıkları problemleri belirlemeyi amaçlamaktadır. Bu amaçla, katılımcılar (n=100) Türkiye’deki Türkçe dil merkezlerinden amaca uygun tesadüfi örneklem yöntemiyle seçilmiştir. Sosyo-eğitimsel model ve öz belirleme teorisi çerçevesinde katılımcılardan motivasyon kaynakları ve sorunlarına yönelik bir ölçek doldurmaları istenmiştir. Toplanılan veri kodlanmış ve SPSS programı aracılığıyla analiz edilmiştir. Sonuçlar, motivasyon kaynakları ve sorunları açısından istatistiksel olarak anlamlı bir fark olmadığını göstermiştir. Maddeler ayrı ayrı incelendiğinde, en yüksek ortalamaya sahip olan madde öğrencilerin iletişim kurma ihtiyacı olarak belirlenmiştir. Toplumla iletişim kurabilmek için o toplumun dilini öğrenmek Gardner’ın bütünleştirici motivasyonun bileşenlerinden biridir. Bu durum, Türkçeyi yabancı dil olarak öğrenenlerin ağırlıklı olarak bütünleştirici motivasyona sahip olduklarını düşündürmektedir. Sonuçlar cinsiyete göre karşılaştırıldığında, motivasyon sorunları alt boyutunun bir maddesinde istatistiksel olarak anlamlı bir farklılık bulunmuştur. Erkek katılımcıların dil öğrenmeyi bir yetenek olarak değerlendirdikleri ve kadınların bu konuda daha başarılı olduklarını düşündükleri belirlenmiştir.
English Learning Motivation of First-Year Students in Universiti Sultan Zainal Abidin (UniSZA)
ASIAN TEFL: Journal of Language Teaching and Applied Linguistics
Studies have shown that motivation influences the learning of English as a second language (ESL) where it has not only increased students’ drive in language learning but it also influenced their language performance. However, most of the first-year students in Universiti Sultan Zainal Abidin (UniSZA) were found to have low English performance. This study thus examined UniSZA students’ motivation level in learning English and significant difference in their level of motivation in learning English in terms of gender. The sample for this study comprised of 112 first-year students of UniSZA. The data for this study were gathered through the adapted version of Attitude/Motivation Test Battery (AMTB). The findings revealed that most of the students had high level of motivation and the difference between males and females in terms of their motivation level was significant. Interestingly, females were found to be more motivated than the males. It is hoped that the findings would help Englis...
Motivation .....and English achievement
Thisstudy investigatedthe effectofmotivational factors on English achievementinanin-tensiveEnglish course.Theparticipantsconsisted of 164Iranian male militarystaff,agedfrom20to 30.Theparticipants filledatranslatedand adapted version of themini-Attitude Motivation Test Battery (α=.70). Factor analysis of thequestionnaireyielded four principalvariables namely,motivation, integrativeness, organizational influence,a nd anxiety. Descriptive statistics indicatedt hatt he militarystaff were highly motivatedinlearningEnglish andhad lowEnglish learningAnxiety.Italsosuggested that themilitaryorganization wasnot so much supportive in learners'studying English.Furthermore,pathanalysisindicatedthatintegrativeness predictedthe motivation to learnEnglish positively, andthatmotivation wasapositivepredictor of English achievement, whereasorganizational influence wasanegativepredictor of English achievement. Thisstudy confirmedthatmotivation is the single most influential factor of language learningachievement,all other thingsbeing equal. The wider concludingargumentofthispaper is that motivation andits constructs arecontext dependentand therefore, anylanguagelearningcontext hasits ownuniquemotivational model. Finally, basedonthe contextoflanguagelearningapathanalyticmodel of L2 motivation wasproposed.
The Students' Motivation and Achievement in Learning English: The Correlational Study
JELITA: Journal of Education, Language Innovation, and Applied Linguistics
The students have a lot on their plates already, and one of the biggest is the academic activity. Researchers have shown a correlation between intrinsic motivation and academic performance. Students' English proficiency is also influenced by their level of interest and effort in learning the language. The purpose of this research was to determine if and how students at MA Muhammadiyah Darul Arqam Punnia Labumpung, Kab. Pinrang is motivated to learn English based on their academic performance. Students' interest in English and effort in studying the language were found to be significantly related. This was demonstrated by a correlational study on students' motivation and their performance on an English language test. The first piece of good news is that the SPSS 21 program's computed r value is greater than the table at both the 5% and 1% significant level (0.367 0.852 > 0.47). Second, the computation of the contribution between student motivation and achievement i...
A Study of the Language Learning Motivation of Saudi Military Cadets
Using Dörnyei's (2009) L2 Motivational Self System as the main theoretical framework, this paper reports a study of Saudi military cadets' motivation to learn English. The study aimed to: a) investigate the usefulness of Dörnyei's model for understanding and explaining English language motivation in this global context; b) capture other motivational factors seen to be relevant to the designated group's motivation to learn English. A sample of 194 Saudi military cadets participated in the survey. Correlation and regression analysis of the data support the usefulness of the L2 Motivational Self System in assessing participants' motivation to learn English. Language Learning Attitudes was found to be the best predictor of self-reported learning effort. In addition, Instrumentality Promotion and Instrumentality Prevention proved to be strong predictors of self-reported learning effort. Finally, the study hypothesised that a new construct 'Religious Interest' impacted on participants' motivation to learn English, and regression analysis showed this was also a strong predictor of self-reported learning effort.
International Journal of Linguistics and Translation Studies
Promoting autonomous learning has been of much concern in second/foreign language acquisition for decades. Corroborating evidence from theoretical and empirical research in this field has asserted the importance of several factors in attaining this goal. Motivation has been a critical factor that enables learners to become self-directed and successful. Yet, it has been demonstrated that the motivation level may vary due to the influence of some internal and external factors. Therefore, the purpose of this study aims. To this end, 178 students took part in filling in a questionnaire. The data were analysed statistically using the Statistical Package for the Social Science (SPSS) software, version 20. The study's results revealed that Moroccan learners were interested in learning English, but their motivation levels varied significantly. This variation was ascribed to the effect of several motivating and demotivating factors, which were, in turn, substantially affected by the scho...
2021
The role of motivation in foreign language teaching has been a debated issue for long years. One of the problematic issues is the motivation problem encountered in foreign language courses. Because, the most important factor affecting academic success is motivation. Most researchers argued that as the motivation level increases, the level of foreign language learning will increase and students will learn foreign languages more easily. In this research, motivation attitudes of state and private elementary school students in foreign language courses in Turkey were examined. At the same time, the relationship between foreign language and motivation attitude of state and private elementary school students was tried to be determined. The sample of the research is 747 students in 5th, 6th, 7th and 8th grades selected by random sampling from a Private Elementary School and a State Elementary School in Adana Province, Turkey, in 2018−2019 academic year. In the research, the participants wer...
Students’ Motivation of Senior High School in Learning Foreign Language
International Journal of Educational Narratives
Background. One of the foreign languages that has always been studied in Indonesia is English. In fact, English is one of the subjects that must be tested during the national exam. Purpose. The purpose of the study explored students' motivation in learning English by administering questionnaires and conducting interviews. The respondents consisted of 33 participants. Method. Data was obtained by giving teacher performance scales, teacher digital literacy, and online learning implementation scales. Results. Interviews were given to some students and teachers. The study found that the majority of students had good integrative motivation in learning English. This is followed by instrumental motivation, which relates to their goals in learning English. However, students' good instrumental motivation also does not affect students' achievement or learning outcomes. Conclusion. This is due to external factors or the students' environment in their daily lives.