Online English Language Learning Motivation and Self-Regulation of Korean University Students

2021 ◽  
Vol 59 ◽  
pp. 351-373
Author(s):  
Young Ah Cho ◽  
Jee Hyun Ma
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
Self Regulation ◽  
Learning Motivation ◽  
English Language Learning ◽  
Language Learning Motivation

scholarly journals English language learning motivation of students at the Sapientia Hungarian University of Transylvania in Miercurea Ciuc

2021 ◽  
Vol 12 (2) ◽  
pp. 567-582
Author(s):  
Zsuzsanna Dégi ◽  
Orsolya Kovasch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Motivation ◽  
English Language Learning ◽  
Valuable Insight ◽  
Exploratory Research ◽  
Online Questionnaire ◽  
Global Citizens ◽  
Language Learning Motivation

Aim. The present research aims to explore the English language learning motivation of students at the Sapientia University, Faculty of Economics, Socio-Human Sciences and Engineering, Miercurea-Ciuc (Csíkszereda). Method. 103 students took part in the exploratory research where an online questionnaire containing 50 statements was used to find out students’ motivations to learn English, focusing on seven different motivational factors (instrumentality, desire to become a global citizen, ideal foreign language self, desire for self-satisfaction, attitudes towards learning English, cultural integration and ought-to foreign language self). Results and conclusion. Results show that instrumental motivation has a strong effect on the surveyed students as they are highly motivated by the idea of getting a well-paying job with the help of their English language knowledge. Moreover, we also found out that participant students do not want to integrate within a native English-speaking community; they do not want to speak the language as native speakers, they rather aim to become global citizens with English. Cognitive value. The results of this exploratory research might offer valuable insight into students’ language learning motivation. Therefore, the study might be helpful for university teachers to have detailed information and a clearer picture of their students’ language learning motivations.

scholarly journals INTERNATIONAL POSTURE, INTEGRATIVENESS AND L2 MOTIVATION IN THE SERBIAN EFL CONTEXT

2021 ◽  
Vol 18 (48) ◽  
pp. 337-350
Author(s):  
Anica Radosavljević Krsmanović ◽  
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Learning Motivation ◽  
Target Language ◽  
English Language Learning ◽  
Language Community ◽  
L2 Motivation ◽  
Language Learning Motivation ◽  
International Posture

In line with globalization, the development of bicultural identities and the emergence of English as a world language, the notion of “World English identity” or “international posture” has emerged, defined as the concept of English language separated from its native communities and cultures. As a means of explaining how an individual tends to relate oneself to the global community rather than any particular geographical or cultural entity, international posture has been regarded as an alternative to the notion of integrativeness or an interest in learning a foreign language in order to identify with a specific language community. Previous research has demonstrated that the lack of identification with native speakers and their cultures is an important motivating factor for English language learners in various contexts. The aim of the study is to determine which factor is a more significant predictor of English language learning motivation, international posture or integrativeness, in Serbia, that is, in the context with limited contact with the target language community. For this purpose, we conducted a survey with non-English major university students. The method of data collection involved a questionnaire survey aimed at examining the students’ international posture, integrativeness and their English language learning motivation. The results indicated that both international posture and integrativeness are predictors of the participants’ motivation for English language learning, while the concept of international posture proved to be a more significant source of the learners’ motivation. The present findings provide important insights into the nature of L2 motivation of the participants, thus carrying some pedagogical implications.

scholarly journals The Impact of Training by Augmented Reality Technology on Creative Thinking and English-Language Learning Motivation of Students

2021 ◽  
Vol 13 (2) ◽  
pp. 1230-1237
Author(s):  
Masoumeh Bagherpur ◽  
Khatoon Vakili ◽  
Tahereh Emami ◽  
Slimeh Eimery
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Creative Thinking ◽  
English Language ◽  
Learning Motivation ◽  
Control Group ◽  
English Language Learning ◽  
Language Learning Motivation ◽  
Augmented Reality Technology ◽  
The Impact

This study aims to investigate the impact of training by Augmented Reality technology (AR) on Creative Thinking (CT) and English language Learning Motivation (LM) among nine middle-school female students. The objective here is purely practical and a semi-experimental method is employed along with control and experimental groups. The case consisting of two groups of 30 people (test and control) were chosen by multi-stage cluster sampling method. AR technology was tested for English lesson learning for the test group, while conventional methods were provided for the control group. Data collection tools were used to collected data from A) the AR technology for the English lessons being held in 8 sessions of 60 minutes, B) Welch standard CT questionnaires, and C) the learning motivation, as propounded by Kashif et al. The statistical analysis results indicated that education by the AR technology had a positive and significant impact on the LM, especially on such components as learning facilities, family support and participation, peer influence, student personality, and student CT.

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