Motivation’s Influence on Strategies for English Learning and Improving (original) (raw)
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Motivation Strategies in English Language Learning
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Motivation and Affective Principle in Language Learning: Implications to EFL Learners and Teachers. Teaching and learning language are essentially interrelated with the factor of motivation and affective principle. Many researches have revealed that motivation factor and affective principle have contributed to the success of language learning. In this case, the effect of motivation and affective principle prove to be of importance for learners in the course of language learning. This article is mainly intended to explore the concept of motivation, affective principle, types of motivation, and motivational strategies as well as implications.
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This article explores the role of emotions in foreign language learning at university level. Drawing on the recent literature regarding the affective dimension in language learning, it illustrates the ways in which students experience emotions in foreign language learning. Particular emphasis is given to the way in which students’ emotions, both positive and negative, emerge and change during their learning process. The article presents a study conducted among university students learning English in a co-directed and autonomy-inspired environment. Following a qualitative approach, students’ emotional expression was investigated, by means of individual advising sessions and group sessions, as well as in written form. The relationship between emotion, motivation and self-awareness in a semi-autonomous learning context was explored in order to consider the impact of the affective dimension on students’ progress and achievement.
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The aim purpose of this research was to determine how the contribution of students’ motivation toward learner autonomy for non-English major students of the Islamic University of Indragiri. It was correlational research. Population and Sample in this research were 34 students, which were selected by total sampling technique. They are second-semester students of Accounting Major of the Islamic University of Indragiri. Data collecting technique used the questionnaire in the two variables. Then the research results show that the value of students motivation is 81.62, which covered the indicators of Anxiety (81.87%), Interest (80.16%), Teacher (82.55%). Those are categorized as a strong/high category. Then the result of learner autonomy 80.18, that included Learner Strategy (79.12%), Meta-Cognitive (81.33%), Learner Attitude (80.16%). Those are also classified as a strong/high category. Moreover, the result of correlation both of variables is r observed 0.838, which is categorized as ve...
An Analysis of Students’ Motivation in Studying English
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Motivation is a key concept to be success in learning. Student who has high motivation would do the best in learning even though the materials were felt difficult. On the contrary, student who has low motivation would get bored and be indifferent in learning even though the materials given were so easy. In linH ZLWK WKLV WKLV VWXG\ WULHG WR LQYHVWLJDWH VWXGHQWV ¶ PRWLYDWLRQ in learning English, whether they had intrinsic or extrinsic motivation. The study was conducted at English Department of Islamic State University (UIN) Ar-Raniry Banda Aceh. The sample of this study was 142 English students from first, third, fifth and seventh semesters. This study was a survey method and the technique sampling used in this study was random sampling. Furthermore, the instrument used to collect the data is questionnaire. The questionnaire consists of 10 questions in which question 1-5 are questions for intrinsic motivation and question 6-7 are questions for extrinsic motivation. The result of this study shows that the total mean score of intrinsic motivation is higher than the total mean score of H[WULQVLF PRWLYDWLRQ " ,W PHDQV WKDW (QJOLVK VWXGHQWV DW 8,1 $U-Raniry had higher intrinsic motivation than extrinsic motivation in learning English. In other words, the motivation to learn English that comes from inside students was bigger than the motivation comes from outside students.
Motivation in English learning: A Case Study on Language and Literature Students
Proceedings of the International Conference on English Language Teaching (ICONELT 2017), 2018
this research reports the orientations that become the foundations of students' motivation in learning English and their attitude toward courses and their lecturers. The method used is a survey by randomly asking the students at English Department of University of 17 Agustus 1945 (UNTAG) Surabaya to fill out a questionnaire adapted from Attitude Motivation Test Battery (AMTB) designed by R. C. Gardner. This study aimed to uncover the students' orientations in learning English and to see their attitude towards courses and their lecturers. The result shows that out of 60 returned questionnaire, 43 students appear to have not only integrative but also instrumental orientations, 43 students responded positively towards course instructors and 6 of them responded negatively. As for the attitude toward courses, 43 students show positive response while 6 of them seem to have negative one.
Revista Romaneasca pentru Educatie Multidimensionala, 2020
This study aims to research the opportunity of applying the motivational aspect of the language learning style in differentiated instruction of English for specific purposes (ESP) to information technology students (IT) through defining their intrinsic and extrinsic motivation; to determine the students' levels of motivation; to compare motivation of the third-and fourth-year students, their desire to master the IT profession and study ESP; to define the factors which balance students' motivation. A mixed research design was employed. The participants were 234 thirdyear students and 231 fourth-year students, mostly males, aged from 20 to 22 years who studied at technical university during 2017-2019 academic years and volunteered to take part in the study. To collect the data, the questionnaires by Rean and Iakunіn "Studying the motives of students' learning", Ilina "Learning motivation at the university" and Dubovitskaya "Methodology for diagnosing the learning motivation orientation" were used. Although we revealed that students' intrinsic motivation to study ESP and master the IT profession was stronger than extrinsic motivation, we also found that the dominance of intrinsic or extrinsic motives in students may depend on the situation and particular ESP activity. The support of students' high level of motivation and development of students' medium and low levels of motivation should rely on the factors which help to balance students' motivation.
Students’ Motivation and Attitudes Toward Learning English in an English Course
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Most students have learned English since elementary school. However, after learning English for many years their English skills are still less than satisfactory. Well .. Why does it happen? There are several possibilities where they feel no importance of English. Some of them also only learn English to meet the demands of the task and get the value. Therefore, this study tries to investigate students' motivation in learning English, especially intrinsic and extrinsic motivation. This research was conducted with questionnaire and interview. Participants are a number of students at a course. The results of this study prove that most students have more extrinsic motivation than intrinsic and they also have a positive attitude in learning English.
A Survey Study of Motivation in English Language Learning of First Year Undergraduate Students at
Motivation has long been identified as one of the main factors affecting English language learning . This study examined the type and level of English language learning motivation ( instrumental or integrative) of 30 first-year undergraduate students at an international institute of engineering and technology in Thailand. A modified motivational survey of 20 items adapted from Gardner's Attitude/ Motivation Test Battery (AMTB) was conducted. The data were analyzed by means of frequency, percentage, arithmetic mean and standard deviation. The main findings show that the students are relatively "highly" motivated and found to be slightly more "instrumentally" motivated to learn English. This reveals that instrumental motivation is a significant factor among this group of students learning English. Based on this study's findings, some relevant and useful motivational learning implications are recommended for enhancement and improvement of the students' motivation. Relevant language improvement programs and activities are also discussed in accordance with the students' language difficulties as communicated in the open-ended questions to increase their motivation in English language learning.
A Survey Study of Students’ Motivation in English Language Learning
BATARA DIDI : English Language Journal
The purpose of this paper was to determine (1) the degree of students' motivation in English language learning and (2) the dominating motive between instrumental and integrative motivation in English language learning. This study was carried out at SMAN 1 Palopo. Mixed technique, which is mostly quantitative, was used, with a survey using an online Likert scale questionnaire administered to 31 respondents and five of them interviewed. The data has been evaluated quantitatively and statistically using the paired sample t-test and qualitative description. The questionnaire was examined according to the proportion of each response. To convert questionnaire data into percentages, the researcher multiplied the number of occurrences by 100 percent and then divided by the total number of respondents. The findings of this study reveal that SMAN 1 Palopo students have strong instrumental and integrative motivation, with a mean score of 4.12, when it comes to studying English. According t...