Teachers' Motivation in ESL Learning Development at Higher Education Level: An Empirical Study (original) (raw)
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Advances in Language and Literary Studies, 2016
Motivation is, without question, the most complex and challenging issue faced by English language teachers today (Schiedekr & Freeman, 1999). It is a key contributing factor for L2 learning (Cheng & Dornyei, 2007; Gardner, 1985b). It is an established fact that no motivation means no learning. Motivation comes from different sources. Freeman (1999) holds teachers and parents to be influencing forces for learners' motivation. The present study was conducted at college level in Kambar Shahdadkot and investigates the influence of parents and teachers on L2 learning. The study is quantitative in nature. The survey was conducted and data was collected through questionnaire. The study found that students were heavily influenced by parents and teachers. Most of the learners learn English language due to the respect they owe to their parents and teachers. The parents and teachers have positive attitude towards English language, thus, they influence L2 learners' motivation and decisions considerably. The study also found that most L2 learners learn English language due to the rewards given to them by their parents. Besides, teachers' positive relation with learners also motivates them to learn English. It was also found that a lack of feedback from teachers contribute a demotivating factor for the L2 learners. The study suggests that teaching methodology plays crucial role in L2 motivation and brings positive results for the learners.
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Positive motivation plays an important role in the acquisition of L2 at all levels. The present study tries to explore why 70% Sialkoti students enrolled in public schools (School Education Department Punjab 2020,April 20) are not interested in English language and as a result Pakistan is suffering both in terms of economy and progress. In the past, researchers ignored the factors such as anxiety, absence of motivation and socio-Economic factors that affect motivation. The research shows that Sialkoti students having strong economic background show keen interest in English language learning as compared to those with poor or weak economic background. Poor economic conditions cause discomfort, low or no interest in the classroom, weaker student-teacher bond and absence of self-respect. These conditions increase the level of anxiety and demotivate the learner to speak English in the classroom. It is very important to maintain conducive environment for the students so that they may pay more attention to the acquisition of language. The population of this research consists of 56 intermediate students of Govt. Higher Secondary School Adamkay Cheema, Sialkot. The researcher formulated a questionnaire on lickert’s scale and provided maximum time to the students to solve it. The data has been analyzed using SPSS version 22.0. The results of the study show that motivation plays a very important role in learning L2 in students of Daska, Sialkot.
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English is the second and official language of Pakistan, taught in instructional settings with specific goals for learners. Motivation is crucial in this process, but challenges hinder its development, such as outdated syllabi, insufficient teacher training, educational policies, and a lack of student counseling programs. Despite these common issues across educational institutions, students don't consistently achieve the same level of proficiency in the foreign language. This poses challenges for both learners and teachers, especially in a multicultural society. This study, conducted in the Sindh region of Pakistan, examines the role and nature of motivation in foreign language learning. Sixteen English teachers from various educational levels were surveyed using Google Forms. The quantitative analysis of the data revealed that L2 teachers play a crucial role in influencing and sustaining students' motivation during the lengthy second language acquisition process. The study emphasizes that motivated learners not only desire to learn but also create a conducive learning environment for those around them. However, dissatisfaction with the assessment system can impede these positive outcomes, reducing second language learning to a short-term goal of achieving high marks. The findings suggest that teachers should carefully design learning programs to maintain and enhance students' interest, fostering an environment conducive to achieving language learning goals.
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The paper proposes to shed light on how to establish and manage an effective and successful language classroom in terms of learners’ motivation in accordance with the fact that teachers are presently expected to be informed enough to be able to pilot their teaching, satisfying various requirements of different learners. It is designed to explore the significance of motivation in ESL learning and the factors that might affect learners’ motivation in language learning context from a theoretical perspective. Motivation is a very significant and effective element in the realm of second language learning. To be precise, motivation has a direct effect on both quality as well as quantity of language learning. It is based on Gardner’s (1982, 2010) socio-educational model of second language acquisition. Thus, the language teachers and researchers would discover, realize and pay attention to the whole personality of their learners. It also provides a brief discussion and a few valuable inferences and suggestions for practicing teachers and researchers in the field of English language teaching.
The Factors Affecting Learners’ Motivation in English Language Education
Journal of Foreign Language Education and Technology, 2016
Teachers and researchers have broadly accepted motivation/demotivation as one of the most important elements in foreign language (L2) learning. The present research investigated the role of motivation and factors affecting students’ motivation in teaching/learning English as foreign language. Parental, environmental, and teacher’s attitude-related factors were examined. Participants were 40 first grade students studying in English Language Teaching department. The participants were given a survey which consisted of several statements related with the mentioned factors. The current study showed that there were strategies and behaviours that motivate students but suppress positive attitudes towards English learning. The findings showed that learners were more motivated when their parents supported and encouraged them to learn English. The research also revealed that reinforcing the learner beliefs also motivated students and they were more motivated when they worked with their friends...
International Journal of English Linguistics, 2017
The purpose of this study was to investigate motivational strategies which EFL teachers employ to motivate students in learning English language and to determine the significant difference if any across male and female teachers in practicing motivational strategies in an EFL classroom. A quantitative research design was employed. An adopted questionnaire by Cheng & Dornyei (2007) comprising of 48 close-ended items ranging from “Hardly ever” to “very often” was administered among 96 male and female EFL teachers who were teaching in government secondary schools in Quetta, Balochistan, Pakistan. To answer the two research questions of the study, both descriptive and inferential statistics were performed in SPSS (version, 21). The findings of the first research questions revealed that to promote learners’ autonomy emerged as the most influential source of motivational strategy practiced by EFL teachers followed by Familiarization learners with L2-related values as the second most practi...
Motivation is, without question, the most complex and challenging issue faced by English language teachers today (Schiedekr & Freeman, 1999). It is a key contributing factor for L2 learning (Cheng & Dornyei, 2007; Gardner, 1985b). It is an established fact that no motivation means no learning. Motivation comes from different sources. Freeman (1999) holds teachers and parents to be influencing forces for learners' motivation. The present study was conducted at college level in Kambar Shahdadkot and investigates the influence of parents and teachers on L2 learning. The study is quantitative in nature. The survey was conducted and data was collected through questionnaire. The study found that students were heavily influenced by parents and teachers. Most of the learners learn English language due to the respect they owe to their parents and teachers. The parents and teachers have positive attitude towards English language, thus, they influence L2 learners' motivation and decisions considerably. The study also found that most L2 learners learn English language due to the rewards given to them by their parents. Besides, teachers' positive relation with learners also motivates them to learn English. It was also found that a lack of feedback from teachers contribute a demotivating factor for the L2 learners. The study suggests that teaching methodology plays crucial role in L2 motivation and brings positive results for the learners.
ROLE OF A TEACHER IN ENHANCING ESL LEARNERS’ INTEREST AND MOTIVATION
This study is an attempt to prove or disprove the presence of differences in Motivational level, interest and perception of three generations towards Teachers and English Language Learning. Ryan and Deci (2000a:54) stated that "to be motivated means to be moved to do something". English Language learning is a continuous process that requires constant study and being inspired and motivated. Unlike unmotivated people who have lost impetus and inspiration to act, motivated people are energized and activated to the end of a task. The findings of this research will provide teachers with guidelines to change students’ attitudes and perceptions towards English.