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A Correlational Study of Language Learning Motivation and Strategies of Chinese Undergraduate
Chun-huan FENG
Canadian Social Science , 2010,
Abstract: Since the 1960s the focus of research in second language acquisition has shifted from teaching to learning, and language learners become the center of language teaching and learning. As to learners, language learning motivation and language learning strategies are two main research topics. The present study investigates Chinese college students’ motivation types and strategy use as well as the relationships between language learning motivation and language learning strategies. The study aims to show whether motivation is related to learning strategies, and to shed light on the study of learning motivation, learning strategies, and pedagogy. Key Words: language learning motivation; language learning strategies; gender; correlation
Motivation and Language Learning  [cached]
Bo Wang
Asian Social Science , 2009, DOI: 10.5539/ass.v5n1p98
Abstract: Motivation is one of the important factors that influences English learning achievement. So in order to help the students to maintain a proper strength in English learning motivation is very necessary for the teachers in the daily teaching procedure. This paper discusses the issue of motivation in foreign language learning in four main sections .It starts with the background information .Then it is concerned with the motivation issues in EFL in China, and finally, tries to provide some advices for teachers to enhance students’ motivation in English teaching for non-English majors at tertiary level.
Beliefs about Foreign Language Learning and Their Relationship to Gender  [cached]
Ayman Sabry Daif-Allah
English Language Teaching , 2012, DOI: 10.5539/elt.v5n10p20
Abstract: Learners’ beliefs about foreign language learning have been stressed in educational research because they are regarded as fundamental to learners’ progress (e.g. Altan, 2012; Russell, 2009; Rieger, 2009; Kormos & Csizér, 2008;). This paper deals with the results of a research project conducted among first-year English language majors studying the Intensive English Language Program at Qassim University. A total of 250 male and female students participated in this study. A modified Arabic version of Horwitz’s (1987) BALLI (Beliefs About Language Learning Inventory) was used to explore the overall beliefs of Saudi university students about learning English as a foreign language and to investigate the effect of gender on those beliefs. Results revealed that Saudi university students have positive and realistic beliefs about foreign language as regard the nature of language learning, communication strategies, and motivation and expectations about learning English as a foreign language. The findings also indicated that overall males and females held similar beliefs about language learning as regard the difficulty and the nature of language learning. However, statistical significant gender differences were found in the areas of English language aptitude, learning and communication, and motivation and expectations. The study recommends an identification of Saudi learners' beliefs on a wider scale, so as to provide guidelines to EFL teachers in the Kingdom of Saudi Arabia to tailor their teaching methods to avoid mismatches between classroom practices and learners' beliefs. Finally, the study suggest that recognition of learners' beliefs and reflection on their possible effect on language learning might increase awareness and even adjustment of their expectations.
The Relationship between Language Learning Strategies, Language Learning Beliefs, Motivation, and Proficiency: A Study of EFL Learners in Iran  [cached]
Maedeh Ghavamnia,Zohreh Kassaian,Azizollah Dabaghi
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.5.1156-1161
Abstract: Since the emergence of strategy research in the 1970s many issues have been examined. One of these areas which has been favored in recent years is related to answering questions like ‘what variables are related to the choice and the use of learner strategies?’ and ‘How strong is the influence of a certain variable?’ As thus, the purpose of this study was to examine the relationship between strategy use on the one hand and three other variables (motivation, proficiency, and learners’ beliefs) on the other hand. The participants of this study were homogenized in terms of age, gender, and major and were required to fill out three questionnaires and complete a TOEFL test. The first was the Strategy-Inventory for Language Learning (SILL) developed by R. Oxford (1990) to identify the general strategies ESL/EFL learners use. The second was the Beliefs about Language Learning Inventory (BALLI) developed by Horwitz (1988). This study also adopts Schmidt and Watanabe’s (2001) model of language learning motivation. Finally, the Coefficient-Correlation was estimated to identify the relationship between the aforementioned variables in relation to strategy use. The results indicate that Persian students do use a number of language learning strategies, but that they show distinct preferences for particular types of strategies. The findings also reveal a positive relationship between strategy use and motivation, proficiency, and language learning beliefs. These results may be used in the future to inform pedagogy.
An Exploration of Foreign Language Anxiety and English Learning Motivation  [PDF]
Meihua Liu,Wenhong Huang
Education Research International , 2011, DOI: 10.1155/2011/493167
Abstract: 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.
An Exploration of Foreign Language Anxiety and English Learning Motivation  [PDF]
Meihua Liu,Wenhong Huang
Education Research International , 2011, DOI: 10.1155/2011/493167
Abstract: 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. 1. Introduction Anxiety, one of the most prominent and pervasive emotions, was defined as a feeling of uneasy suspense by Rachman [1] and has been a focus of research in foreign language education since early 1970s. Over the years, state anxiety, trait anxiety, and situation-specific anxiety have become three mainstream approaches to anxiety research in language teaching and learning [2–4]. As Speilberger [4] distinguished, state anxiety was transitory and fluctuated over time and situation, while trait anxiety was relatively stable all the time. Among situation-specific anxieties, foreign language classroom anxiety has been extensively researched [2, 3, 5–10] since Horwitz et al. [2] advanced a theory of foreign language classroom. They believed foreign language anxiety was responsible for students’ negative emotional reactions to language learning since they had to deal with a totally foreign language and culture. They identified three components of foreign language classroom anxiety: communication apprehension, fear of negative evaluation, and test anxiety. To measure the anxiety, they designed the 33-item Foreign Language Classroom Anxiety Scale (FLCAS). Gardner [5] had also acknowledged that second/foreign language (SL/FL) anxiety was situation-specific and claimed that individual differences in anxiety contributed to differences in achievement. The French Use Anxiety Scale and French Class Anxiety Scale were proposed [3, 5, 9] to measure this anxiety. Since then, studies on foreign
A Study on the Role of Motivation in Foreign Language Learning and Teaching  [cached]
Abbas Pourhosein Gilakjani,Lai-Mei Leong,Narjes Banou Sabouri
International Journal of Modern Education and Computer Science , 2012,
Abstract: Motivation has been called the “neglected heart” of language teaching. As teachers, we often forget that all of our learning activities are filtered through our students’ motivation. In this sense, students control the flow of the classroom. Without student motivation, there is no pulse, there is no life in the class. When we learn to incorporate direct approaches to generating student motivation in our teaching, we will become happier and more successful teachers. This paper is an attempt to look at EFL learners’ motivation in learning a foreign language from a theoretical approach. It includes a definition of the concept, the importance of motivation, specific approaches for generating motivation, difference between integrative and instrumental motivation, difference between intrinsic and extrinsic motivation, factors influencing motivation, and adopting motivational teaching practice
A Brief Discussion on Motivation and Ways to Motivate Students in English Language Learning  [cached]
Yuan Kong
International Education Studies , 2009, DOI: 10.5539/ies.v2n2p145
Abstract: With the requirement of economic development, English has become more and more important that people begin to learn English with fully enthusiasm even from younger age. Learning a foreign language is not a simple and easy job but sometimes it is boring and dull. Motivation is critical in English learning, thus, how to effectively motivate students in English learning is an important problem. This paper expounds this importance and ways to motivate students. First, the author shows the definition of motivation and then explains intrinsic and extrinsic motivation and their relations, following with some personal factors that influence motivation. At last, according to the rationale, the author suggests several effective ways to motivate students in English learning.
Effectiveness of Cooperative Learning on the Achievement and Motivation of the Student in Learning Malay Language  [PDF]
Zamri Mahamod, Bhavani Somasundram
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.815167
Abstract: This study is a study that examines the effectiveness of cooperative learning towards students’ achievement and motivation in learning Malay Language in one of the secondary school in Petaling Perdana District of Selangor. This study also examines students’ perception towards cooperative learning. 60 students from 2 art classes were chosen to be the research samples. This study employs a quasi-experimental method consisting of two groups of respondent, 30 students for control group and 30 students for treatment group. Questionnaire was set as the main instruments to collect data from the sample regarding motivation and students’ perception towards cooperative learning. Pre-test was conducted to test the students’ achievement before treatment was administered and post-test later to test the efficiency of a given treatment. The data was analyzed?using Statistical Package for Science Social (SPSS Version 21) to analysis the descriptive data. Descriptive statistics are used to find the mean, standard deviation, frequency, percentage and inferential statistic to find?t-test to answer all hypotheses of the study. The findings show that the average mean for students perception in pre-test for treatment group are at medium level. Post-test for treatment group are at high level while for control group are at medium level. Students?motivation after post-test shows average mean for the treatment group and control group.?Students’ motivation showed a significant mean difference towards Malay Language between cooperative group and a traditional group. Besides, the findings also showed that students?perception from treatment group towards cooperative learning are at medium high level. Result of the study indicated that students give a positive respond towards the effectiveness of cooperative learning in schools. Thus, the result of this study is important to see the effectiveness of cooperative learning to improve achievement and students motivation. This will also give useful information to the involved parties such as the Ministry of Education Malaysia (MOE)
A Survey of the Foreign Language Learning Motivation among Polytechnic Students in China
Yan Wang
Journal of Language Teaching and Research , 2010, DOI: 10.4304/jltr.1.5.605-613
Abstract: A Survey of the foreign language (English, French and Japanese) learning motivation among polytechnic students in China has been made. In the Study I (English learning motivation); participants are 200 freshmen from Shenzhen Polytechnic, Guangdong province. Descriptive statistics, correlation analysis, multiple regression, independent t-test, and ANOVA were conducted. Results indicate that: students study English for integrative, instrumental, and requirement reasons; orientations are predictors of learners’ motivation; positive English learning or using experience of other family members increases students’ motivation, and students with higher entry exam scores also demonstrate higher motivation. In the Study II (French and Japanese learning motivation), interviews were conducted with 70 first-year students. After similar questionnaire and same analysis method like the Study I, it was found that both groups share more characteristics than they differ in the process learning a second language. The main difference in integrative orientation is greater in French & Japanese than English.
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