Analyzing the impact of the EFL college students’ English learning motivation and strategies on their achievement

2019 ◽  
Vol 26 (1) ◽  
pp. 91-107
Author(s):  
Kyeong-Hee Rha ◽  
Keyword(s):  
College Students ◽  
Learning Motivation ◽  
English Learning ◽  
Efl College Students ◽  
English Learning Motivation ◽  
The Impact

scholarly journals A Study on Students’ Learning Motivation of EFL in Taiwanese Vocational College

2012 ◽  
Vol 2 (3) ◽  
pp. 260 ◽  
Author(s):  
Hsiang-Yung Feng ◽  
Jin-Jun Fan
Keyword(s):  
College Students ◽  
High School ◽  
Learning Motivation ◽  
English Learning ◽  
Vocational College ◽  
English Learning Motivation

Due to globalization, the importance of English cannot be overemphasized. Most teachers would assume that the motivation for students to learn English would be stronger than before. The purpose of this study is to explore the English learning motivation among vocational college students of different systems. The aim of the thesis was to understand students’ learning motivation of EFL, and compare the motivation in different students’ background or different systems of vocational college. The results showed that there were no differences on different systems in vocational college, gender and background of high school for students’ learning motivations. The results also found that there were stronger statistically significant between learning motivations and learning achievements.

scholarly journals The impact of semester-abroad experiences on post-sojourn L2 motivation

2019 ◽  
Vol 9 (1) ◽  
pp. 117-155 ◽  
Author(s):  
Xujia Du
Keyword(s):  
Learning Motivation ◽  
English Learning ◽  
Exchange Program ◽  
L2 Motivation ◽  
International Posture ◽  
English Speaking ◽  
Ideal L2 Self ◽  
English Learning Motivation ◽  
Future Work ◽  
The Impact

Numerous studies have examined sojourners’ L2 motivation during their stay abroad. Much remains unknown about the impact of study abroad (SA) experiences on their L2 motivation after they return to the home environment. This study tracked the English learning motivation of three Chinese university students from immediately after their semester-long exchange program in an English-speaking country until six months after the sojourn. The participants were requested to complete a questionnaire and took part in an interview immediately following their re-entry and another interview six months later. The participants’ post-sojourn English learning motivation was influenced by their L2 selves and the context they were situated in. The motivational capacity of SA experiences was manifested in its profound impact on the participants’ ideal L2 self-images. Satisfactory SA experiences contributed to an ideal L2 self with higher L2 proficiency and international posture, whereas unsatisfactory experiences led to a lessening role of L2 in the participants’ future work and life. The findings also reveal that the participants’ understandings of both their positive and negative SA experiences became fossilized after the sojourn. Some practical implications were discussed for higher education institutions to optimize the post-sojourn motivational impact of SA programs.

scholarly journals Can digital storytelling enhance learning motivation for EFL students with low proficiency and confidence in English?

2021 ◽  
Vol 29 (1) ◽  
pp. 68
Author(s):  
Naoko Kasami
Keyword(s):  
Foreign Language ◽  
Digital Storytelling ◽  
Learning Motivation ◽  
English Learning ◽  
English Major ◽  
Efl Students ◽  
English Learning Motivation ◽  
The Impact

<p>The purpose of this study was to investigate the impact of a digital storytelling assignment on English learning motivation of non-English major students with low proficiency and confidence in English in Japan.  The participants of this study were non-English major students in Japan who studied in four courses of English as a Foreign Language (EFL).  Each course was 15 weeks long and was held in the spring and fall terms of 2018. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of information communications and technology (ICT) and English. Three (pre-, midterm- and post-) questionnaires were employed to collect the necessary data. The results of the three questionnaires and two tests were received from 65 students.  This research focused on 27 students with low proficiency and confidence in English as determined by the results of the pre-questionnaire and pre-test.  The analysis of the data showed that the digital storytelling assignment could enhance learning motivation for most participants with low proficiency and confidence in English.  Most students with low proficiency and confidence in English in this course also felt confident about conducting a digital storytelling assignment in English. </p>

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