A Comparative Study of Grades 7, 8 and 9 Students’ Motivation for Learning English as A Foreign Language in The Regular Program and English Program at Tepleela School, Bangkok, Thailand (original) (raw)
Related papers
English Language Learning Motivation of Thai Students of Lantaratprachautit School
Eltin Journal : Journal of English Language Teaching in Indonesia, 2022
Various factors influence students' motivation to learn a foreign language. As a country that has never been invaded by other countries and in which Thai is the official language and English is the only foreign language taught in schools, the study of students' motivation to learn English is worthwhile researching. The goal of this study was to find out what motivated students to learn English and how that desire manifested in classroom activities. Qualitative case study was employed in this study. Three data gathering procedures were used to acquire data i.e. questionnaire, observation, and semi-structured interview. To determine their motivation, 17 fifth-grade pupils at Lantaratprachautit School in Thailand were recruited to fill out a closed-ended questionnaire which was adapted from Gardner's Attitude/Motivation Test Battery (AMTB). Three students with varying levels of motivation were observed in order to determine how motivation was reflected in the English classr...
Theory and Practice in Language Studies
This study adopted mixed method research to investigate motivating factors of Thai undergraduate students who took foreign language courses at a Thai university in the Greater Bangkok area, using Dörnyei’s (2009) L2MSS as a study framework. One hundred and seventy-three undergraduate students completed a questionnaire, 25 of whom agreed to participate in the semi-structured interview session. Quantitative data were analyzed utilizing frequency, mean, standard deviation, one-way ANOVA, and two-way ANOVA, while interview data were content analyzed. The findings revealed different motivating sources for the students who had taken or were taking foreign language courses. English and Korean students reported the Ought-to L2 Self as their primary source of motivation, while French, Chinese, and Japanese students reported the Past L2 Learning Experience. The study suggested that teachers provide an adequate and supportive learning experience to foreign language students, leading to higher ...
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.
Motivation of Borneo Tarakan University Students in Learning English as a Foreign Language
2019
This study aims to analyze the motivation level of Borneo Tarakan University students in learning English as a foreign language. Respondents surveyed in this study amounted to 265 people consisting of 189 female and 76 male students. The instrument used was a questionnaire adopted from the Attitude/Motivation Test Battery (AMTB) developed by Gardner. The results of the study showed that in general the students of Boneo Tarakan University had a high level of motivation in learning English. According to them learning English was important both for integrative and instrumental oriented purposes. There were significant differences between male and female students in the mean scores of integrative motivation and instrumental motivation. However, by English achievement, significant difference was not found in the mean scores of integrative motivation and instrumental motivation .
THE ROLE OF MOTIVATION IN THE LEARNING OF ENGLISH AS A FOREIGN LANGUAGE
This study investigates the role of motivation in foreign language learning and the factors that rnight affect learners' motivation. 137 secondary school students took part in the study. Correlations between the students' English proficiency and motivation were performed. Questionnaires on the ideal English teacher and the students' actual English teachers were also delivered. The purpose of correlating the ideal English teacher with the students' real English teachers was to investigate ifthis factor might d e c t student's motivation and consequen tly students' English projiciency. The results indicated that teachers affect students' motivation and that there exist signijicant correlations between motivation and foreign language learning.
Motivation and English Language Proficiency of Grade 12 Students in Government Schools in Thailand
This study aims to find out the relationships between each type of motivation and English language proficiency of high and low English proficiency students. It also tries to identify differences in each type of motivation between high and low English proficiency students. It further aims to investigate the relationship between four types of motivations i.e. intrinsic motivation, extrinsic motivation, instrumental motivation, integrative motivation and the level of English proficiency among M.6 students in Bangkok.
Why Do We Learn English? Investigating the First-Year Students' Motives to Learn English in Aceh
VELES: Voices of English Language Education Society, 2023
Integrative and instrumental motivation both play crucial roles in language learning, so teachers must determine which students' motivations are predominant in a classroom. The motivation of first-year students to learn English was examined in this study. It involved 77 first-year students from the Department of English Education at Universitas Syiah Kuala in Banda Aceh, 56 of whom were females and 21 of whom were males. The research tool utilized to gather the data was a questionnaire. The Attitude/Motivation Test Battery served as its model. The acquired data were analyzed using the Statistical Package for Social Science version 23. The results demonstrated that instrumental motivation's mean score (M=44.18) is higher than integrative motivation's (M=43.38). However, there was little difference (at 0.92 percent). Therefore, it can be said that both integrative and instrumental motivations drove these students. Both of these motivations are closely related and function as learning objectives with a lot of value. This means that students' integrative and instrumental motivations were essential and employed. By achieving more skill and success in the target language, both integrative and instrumental motivations benefit as a result of the student's learning.
Student motivation to learn English as a foreign language
Foreign Language Annals, 2000
This study examined the motivation of 180 university-bound Lebanese students to learn English as aforeign language (EFL). Data were gathered through administering a modified version of the motivation scale developed by Wen (1997). Thefindings revealed that integrative motivation, effort, valence, expectancy, and self-estimation of ability were internally related determinants of motivation for learning EFL. Instrumental motivation was found to be related to integrative motivation and valence only. The findings also revealed that female students were more motivated than their male counterparts. Similarly, level 11 proficiency students were more motivated than were level III students. Howevel; thefindings did not show a significant effect on motivation related to either students'first foreign language or university majol:
Journal of Research on English and Language Learning (J-REaLL)
English has become the world's language, and it has been used by many people in different countries as a means of international communication. Motivation to learn English has been seen as the most important factor contributing to the success of students' learning. The current study employed a quantitative design and was conducted to find out the motivation levels of students studying English as a foreign language at a private high school in Phnom Penh. 60 students participated in a survey after we sought agreement from school principals and teachers of English there. The findings show that the students in the studied context were more extrinsically motivated to learn English rather than intrinsically. The sum of intrinsic and extrinsic motivations also revealed students' moderate motivation to learn English. Due to the small scale of the survey study, a future study should be conducted with larger sample size and at other educational institutions across Cambodia. Qualita...
The Role of Motivation in Learning English as a Foreign Language
This study investigates the role of motivation in foreign language learning. It sheds light on the meaning of motivation from different views, and the significance of motivation in foreign language learning as one of the most important factors in learning a foreign and second language. It also focuses on how the two types of motivation, namely integrative and instrumental motivation, affect the process of language learning for Libyan students, and how these two types play an essential role in achieving the desired goals. The study is carried out to determine if the fourth year undergraduate students studying English as a foreign language are more ـــــــــ ــــ ــــــــ ــــــ ـــــــ ـــــــــــــــــــــــــــــــــــــ ــــ ــــــــــــــــــــــــــــ ـ ـــ ــــــــــــ Majda Mahmoud Rashed University Bulletin-ISSUE No.19-Vol. (4)-December-2017. 110 integratively or instrumentally motivated towards English language learning. Findings of the study showed that the students participating this study are motivated both integratively and instrumentally with a little higher instrumental motivation.