Engage and Conquer: An Online Empirical Approach into Whether Intrinsic or Extrinsic Motivation Leads to More Enhanced Students’ Engagement

Research Literature ◽

Active Engagement ◽

Academic Achievements ◽

Intrinsic And Extrinsic Motivation ◽

This paper reviews research literature in the area of student engagement and motivation and discusses the findings of an experiment which examined the effects of intrinsic and extrinsic motivation on the learning process of foreign language vocabulary with the use of a film extract. The extract was part of an online specially-built platform designed to enhance students’ engagement through a series of interactive activities. The article focuses on the relationship between motivation and engagement and looks into the differences in performance between students who are more intrinsically or extrinsically motivated. Based on our findings, we argue that intrinsic motivation leads to more active engagement on the part of learners, which is a pathway to deeper learning and better academic achievements in foreign language learning.

How do foreign language teachers motivate students in language learning?

Studies in English Language and Education ◽

10.24815/siele.v7i1.15586 ◽

2020 ◽

Vol 7 (1) ◽

pp. 181-193

Author(s):

Diana S Rahman ◽

Wening Sahayu

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Extrinsic Motivation ◽

Language Teachers ◽

Foreign Languages ◽

Foreign Language Teachers ◽

Visual Method ◽

Intrinsic And Extrinsic Motivation ◽

Instrumental Motivation

Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

Dealing with Anxiety in Foreign Language Learning Classroom

Journal of Language Teaching and Research ◽

10.17507/jltr.1102.15 ◽

2020 ◽

Vol 11 (2) ◽

pp. 269

Author(s):

Ehab Saleh Alnuzaili ◽

Nasir Uddin

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Qualitative Method ◽

Research Literature ◽

Learning Motivation ◽

Classroom Situation ◽

Learning Anxiety

Anxiety is a major factor that handicap learners’ cognition in learning. Learners in foreign language learning (FL) suffer from anxiety due to various reasons. Studies found that higher level of anxiety affects the learning process and lowers down learning motivation. In light of research literature, this paper aims at finding out the most serious reasons of FL learning anxiety and its effects on learners’ FL learning process. The study draws on the existing scholarship in the theorizing for anxiety in FL learning settings. The study followed the qualitative method of research. The findings reveal that anxiety negatively affects the learning and achievements of students. This study also suggests effective techniques to help learners get rid of FL learning anxiety in classroom situation.

The Relationship between Learner Motivation and Vocabulary Size: The Case of Iraqi EFL Classrooms

10.31235/osf.io/dhpvb ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Mohammed Khaleel Khudhur ALBODAKH ◽

Emrah Cinkara

Keyword(s):

Foreign Language ◽

Intrinsic Motivation ◽

Language Learning ◽

Extrinsic Motivation ◽

Vocabulary Size ◽

Learner Motivation ◽

Word Families ◽

The Mean ◽

This study investigates the relationship between learner motivation and vocabulary size in English as foreign language (EFL) classrooms at Duhok University. The participants included 100 students (55 male, 45 female). All participants were pursuing their third years of study in an English department. Two instruments were employed: questionnaires regarding Motivation for Foreign Language Learning (MFLL) and Vocabulary Size Test (VST). The primary goal of this study is to determine which factors of motivation profoundly affect the foreign language learning processes of Iraqi EFL students and to what extent they should develop their depth and breadth English vocabularies in order to sufficiently acquire the language and elaborate the importance of both components in language acquisition. Findings showed that female students experienced both types of motivation, with the mean score of extrinsic motivation being 29.91, and that for intrinsic motivation being 31.20, while the mean score of male students was 27.10 for extrinsic motivation and 28.00 for intrinsic motivation. The VST ranged from 1,000 to 14,000 word-families, and the vocabulary size of both groups was over 6,000 word-families. Correlation analysis was conducted to determine the relationship between learner motivation and vocabulary size. For both groups, the results indicated no relationship between these two aspects of students' foreign language leaning. To investigate the difference between MFLL and VST, an independent samples t-test was utilized and no difference was found to exist between the vocabularies of both groups.

Edmodo as an Assessment Tool in the Foreign Language Learning Process

European Journal of Social Sciences Education and Research ◽

10.2478/ejser-2018-0072 ◽

2018 ◽

Vol 5 (3) ◽

pp. 210-215

Author(s):

Flavia Kaba

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Assessment Tool ◽

Modern Technology ◽

Foreign Language Anxiety ◽

Learning Platform ◽

Secure Learning ◽

Innovative Techniques

Abstract Due to the rapid developments in educational technology, today’s professors are in search of exploring innovative techniques in order to promote involvement of students in the learning process in general and in the foreign language learning process in particular. This is why today’s students are seen as digital-natives and being motivated for the learning process is very difficult if the modern technology they are familiar with is not utilized effectively in the classroom. When it comes to the assessment part of this process, the situation may become worse, as most of the students feel unwilling due to anxiety problems in general and foreign language anxiety in particular. This study presents an innovative way of assessing students’ skills that they gain during foreign language learning process introducing Edmodo, which is an educational social network that provides a secure learning platform for students and educators. This study is a descriptive one, based on the analyses, surveys, and opinions of different researchers that have implemented this platform in their teaching process. The main objective is to introduce the implementation of various assessment applications through Edmodo.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.971-973.2677 ◽

2014 ◽

Vol 971-973 ◽

pp. 2677-2680

Author(s):

Di Jiao

Keyword(s):

Foreign Language ◽

Learning Styles ◽

Language Learning ◽

Learning Strategies ◽

Learning Style ◽

English Learning ◽

Factors Affecting ◽

The Impact ◽

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽

10.14746/n.2009.33.14 ◽

1970 ◽

pp. 143-156

Author(s):

Paweł Sobkowiak

Keyword(s):

Decision Making ◽

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Learning And Teaching ◽

Teaching Learning ◽

Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2013-0001 ◽

2013 ◽

Vol 51 (1) ◽

pp. 1-22 ◽

Cited By ~ 1

Author(s):

Edit H. Kontra ◽

Kata Csizér

Keyword(s):

Foreign Language ◽

Language Learning ◽

Sign Language ◽

Hard Of Hearing ◽

Language Use ◽

Hearing Impaired ◽

Learning Motivation ◽

Language Learning Motivation ◽

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

EXAMINING THE RELATIONSHIP BETWEEN THE FOREIGN LANGUAGE ANXIETY AND STUDENTS’ LEARNING MOTIVATION TO FILIPINO FOREIGN LANGUAGE LEARNERS

INFORMATION TECHNOLOGY IN INDUSTRY ◽

10.17762/itii.v9i1.183 ◽

2021 ◽

Vol 9 (1) ◽

pp. 645-658

Author(s):

Sherrilyn B. Quintos

Keyword(s):

Foreign Language ◽

Language Learning ◽

Quantitative Research ◽

Learning Motivation ◽

Foreign Language Anxiety ◽

Foreign Language Learners ◽

Filipino Students ◽

Context Specific ◽

This quantitative research study investigated the relationship between anxiety acquired through foreign language learning and learning motivation of Filipino students in Bataan Peninsula State University. Participants were identified through stratified random sampling. It adapted two sets of questionnaires: Foreign Language Classroom Anxiety Scale by Horwitz, et al. (1986) and Foreign Language Learning Motivation Questionnaire developed by Gonzales (2006). Results showed that anxiety and motivation have a significant relationship with each other. Higher level of learning motivations students set for themselves manifest higher chances for them to develop consciousness and anxiety over their academic performance. They see L2 learning essential in employment opportunities, effective communication, and exploring foreign culture. However, their sense of interest to the course is primarily driven by extrinsic motivations which are only influenced by external factors such as the need to take the subject to pass a requirement. In return, they grow anxious and fearful of the possible consequences of being unable to achieve learning expectations and self-goals. While it is true that age does not significantly affect the relationship of the two variables under examination, it was found that females are more likely to exemplify a receptive behavior in learning than males. It is of high suggestion to integrate different strategies in teaching foreign language to minimize anxiety tendencies and maximize students’ engagement in learning. Also, it is recommended to devise or adapt a more context-specific questionnaire that will deeply explore on the intrinsic and extrinsic motivations of students and the anxiety concomitant to it. Finally, further studies are highly encouraged to be conducted to further navigate the interplay of other contributing variables in their foreign language learning experiences.

The Use of Weblogs in Language Education

Handbook of Research on Web 2.0 and Second Language Learning ◽

10.4018/978-1-60566-190-2.ch015 ◽

2009 ◽

pp. 274-291 ◽

Cited By ~ 9

Author(s):

Thomas Raith

Keyword(s):

Social Interaction ◽

Foreign Language ◽

Web 2.0 ◽

Language Learning ◽

Language Education ◽

Discourse Communities ◽

The Social ◽

Language Classroom ◽

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

Collaborative tasks and learning occasions in English as a foreign language

Revista Brasileira de Linguística Aplicada ◽

10.1590/s1984-63982011000400003 ◽

2011 ◽

Vol 11 (4) ◽

pp. 837-852 ◽

Cited By ~ 1

Author(s):

Marília dos Santos Lima

Keyword(s):

Qualitative Research ◽

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Target Language ◽

Linguistic Knowledge ◽

Collaborative Dialogue ◽

Learning English

The study reported here forms part of a program of qualitative research focusing on the use of collaborative tasks in learning English as a foreign language in Brazil. The research examines the concept of collaborative dialogue (SWAIN, 2000), understood as dialogue that constructs linguistic knowledge within a sociocultural view of language learning. The results indicated that the learners reflected upon the target language, tested hypotheses and reformulated their production in order to promote mutual comprehension in the learning process. The results also revealed that the interaction established during the production of the collaborative dialogue stimulated foreign language learning as the students noticed linguistic gaps in the target language, and sought solutions together.