scholarly journals A Study on the Research Trends of Language Learning Motivation Studies in Korean Language Education

2018 ◽  
Vol null (114) ◽  
pp. 193-224
Author(s):  
동효령
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Research Trends ◽  
Learning Motivation ◽  
Korean Language ◽  
Language Learning Motivation

scholarly journals Examining the role of the learner and the teacher in language learning motivation

2020 ◽  
pp. 136216882093881
Author(s):  
Mairin Hennebry-Leung ◽  
Hu Amy Xiao
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Teaching Practice ◽  
Language Education ◽  
Learning Motivation ◽  
Effect Sizes ◽  
Personality Variables ◽  
Language Learning Motivation ◽  
Motivational Practice

Effective teaching practice requires that teachers know their students not as ‘faceless average learners’, but as individuals. The most individual of learner characteristics is personality, and yet language education research has made little progress in understanding the role of personality. As the field of language learning motivation seeks to develop frameworks for motivational teaching practice, a richer understanding of learners’ individuality is crucial in shaping practices that respond to learners’ needs. The present study examines the role of learners’ personality and teachers’ practice in shaping motivation and self-efficacy in language learning. Drawing on data gathered from 277 learners of English in Hong Kong, aged 11–14 years, and 24 lesson observations, across 10 classes, the study applies hierarchical multiple regression analysis to reveal a significant role of personality and teachers’ motivational practice in predicting language learning motivation and self-efficacy. Results reveal that while personality variables demonstrated large effect sizes for motivational orientations, teacher practice variables evidenced large effect sizes for language learning self-efficacy. Implications are discussed for theorization of language learning motivation and for teaching practice, with a particular emphasis on language teacher education.

Motivations to enrol in EMI programmes in China: an exploratory study

2022 ◽  
Vol 0 (0) ◽  
Author(s):  
Janina Iwaniec ◽  
Weihong Wang
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Learning Motivation ◽  
Learning Content ◽  
Language Learning Motivation ◽  
Job Opportunities ◽  
Language Classroom ◽  
English Medium Instruction ◽  
The Common ◽  
Learning Journal

Abstract A recent interest in English Medium Instruction (EMI) has led to the flourishing of studies that examine motivation in EMI classrooms. Some of these studies tend to compare language learning motivation of students who are and are not enrolled in EMI programmes (see e.g. Doiz, Aintzane, David Lasagabaster & Juan Manuel Sierra. 2014. CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal 42(2). 209–224; Sylvén, Liss Kerstin & Amy S. Thompson. 2015. Language learning motivation and CLIL: Is there a connection? Journal of Immersion and Content-Based Language Education 3(1). 28–50), showing that EMI learners are typically more motivated than their peers in non-EMI contexts. This has led to the common perception that learners enrol in EMI primarily to improve their English. Yet, there is a dearth of comprehensive studies exploring learners’ reasons behind their enrolment in EMI programmes and how these change throughout their studies. To address this gap, 247 university students from a range of universities across China filled in the questionnaire, which included scales pertaining to reasons for choosing an EMI programme. The data were analysed in SPSS. The results show that enhanced future job opportunities, opportunities for contact with an international community as well as potential gains in learning content and language specific vocabulary are the most strongly endorsed drivers that motivate EMI students to undertake their studies in English. They also tend to pursue their ideal visions of themselves as bilingual professionals and derive pleasure from EMI classes. To a lesser extent, students are motivated by what is expected of them and the actual pedagogy in the language classroom. Their motivation tends to stay stable over their years of study. However, the survey also revealed that not all students are equally motivated and resolved to continue with EMI studies. The findings highlight that, whereas students tend to be strongly motivated, there is a potential to improve the delivery of EMI courses.

scholarly journals Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects

2019 ◽  
Vol 12 (8) ◽  
pp. 54
Author(s):  
Oksana Kharlay ◽  
Martin Bagheri ◽  
Jeremy D. Philips
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Learning Motivation ◽  
Target Language ◽  
Comparative Case Study ◽  
Language Community ◽  
Language Learning Motivation ◽  
Chinese Learners ◽  
Integrative Motivation

This study investigated multiple learning motivation aspects of Chinese university students in Macau majoring in Spanish and Portuguese. A mixed methods research was employed by using questionnaires and interviews. 181 learners (96 Portuguese and 85 Spanish majors) were surveyed about ten language-learning motivation dimensions by using a questionnaire. A subset of participants from questionnaires were later given follow-up interviews. Quantitative and qualitative data indicated that the students in these majors had strong intrinsic motivation but limited integrative motivation towards the target language community. Other motivational pull-factors were the heritage connection between the language and the place of study and interest in the pop-culture associated related to the target language. Students reported a decline in motivation during the middle years of study, however, Spanish students’ interest resurged by the end of year three. There was also a gender imbalance, suggesting that career-related aspects of motivations were stronger among males. The results also revealed that language learners had an ideal-self that was multilingual and cosmopolitan but did not aspire to integrate into a specific target-language community.

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