scholarly journals MOTIVATING STUDENTS TO AUTONOMOUS LEARNING IN THE TRANSLATION STUDIES CLASSES

2021 ◽  
pp. 92-99
Author(s):  
Oleh Komar
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Professional Education ◽  
Quantitative Methods ◽  
Extrinsic Motivation ◽  
English Language ◽  
Language Translation ◽  
Strong Relationship ◽  
Translation Studies ◽  
Autonomous Learning

The article presents a research of the peculiarities of motivating students of the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University to autonomous learning in the classes of translation studies. The aim of the article is to find out the factors that can be effective in motivating undergraduate students to study autonomously while learning translation studies. The paper indicates that the current problems for both students and teachers are lack of knowledge and motivation, low level of self-motivation and self-awareness, conservative approach to the conduction of the class.The following research questions were formulated in order to develop relevant methodology and expect trustworthy findings: What can motivate students for autonomous learning? How do students develop their autonomy in the translation studies class? Which translation studies activities and materials can influence students’ motivation for autonomous learning?The research methodology is based on descriptive qualitative and quantitative methods, the use of relevant data collection tools, in particular observation in the classroom, interviews and questionnaires and the subsequent intervention into educational process.The results of the intervention give indications that motivation may lead to autonomy. Lack of motivation was determined as an explanation for the lack of autonomous action, and it is the key conclusion from the experimental data.Consequently, there is a strong relationship between higher levels of motivation and greater engagement in inside and outside the class activities, and the suggestion that motivation (i.e. intrinsic motivation) leads to autonomy does find theoretical and experimental support. Keywords: motivation; intrinsic motivation; extrinsic motivation; autonomous learning; English language; translation studies; professional education; competence.

scholarly journals Exploring the Role of Motivation in English Language Teaching: Learners and Teachers Perspective

2021 ◽  
Vol 58 (1) ◽  
pp. 534-545
Author(s):  
Muhammad Ajmal Et al.
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Significant Role ◽  
Extrinsic Motivation ◽  
English Language ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Entertainment Media ◽  
Learning And Teaching

This study aims at exploring and investigating the role of motivation in learning and teaching of English language. It highlights the fact if extrinsic motivation is likely to have an impact on the learning process of a student stronger than intrinsic motivation, or both types of motivations have a significant role to play in the process. The study also focuses on the role of a teacher in building a conducive environment to sustain a healthy competition in teaching a second language. The questionnaire was sent to undergraduate students of 2 universities by using Google forms. The sample size for this research population was 60. There were a total of 19 (31.7%) male respondents and 41 (68.3%) female respondents. The results conclude that students’ guardians have a significant role to play in learning a new language. The primary method, for most students, to learn English language was through entertainment media such as television and movies. A significant motivator for students was the opinion of other people. There was a moderate, positive correlation between the two variables namely extrinsic and intrinsic motivation [r=.345, n = 60, p <.0005]. This shows that the two types of motivations are not mutually exclusive but can co-exist as they did in our sample. Both extrinsic and intrinsic motivations are crucial in the development of effective pedagogical practices.

Factors Affecting Malaysian Undergraduate Students' Motivation in Improving English Proficiency in Academic Environments

2021 ◽  
pp. 35-73
Author(s):  
Ali Sorayyaei Azar ◽  
Siti Aisyah Binti Mohd Sahar
Keyword(s):  
Intrinsic Motivation ◽  
Language Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Extrinsic Motivation ◽  
Online Survey ◽  
English Language ◽  
English Proficiency ◽  
Factors Affecting ◽  
Academic Environments

Motivation plays an important role in the achievement of one's goals, whether as a student or as a worker. It is also an integral component in executing tasks. It is essential in pushing and encouraging people to carry out their daily activities. This research will focus on the different aspects of motivation. In Malaysia, English proficiency is an essential tool to gaining employment. It is for this reason that students are trained to have adequate English communication skills. Here, motivation will play a key role in driving them to become fluent English speakers. Although there are multiple types of motivation, this research will mainly focus on two forms: extrinsic motivation and intrinsic motivation. As explained by Kong, intrinsic and extrinsic motivations are two inseparable phenomena that complement each other when it comes to language learning. First extrinsic motivation, which refers to behaviour that is driven by external factors such as colleagues, friends, and family will be a powerful tool in a student's attempt to master the English language. The encouragement provided by a student's loved ones will certainly lift his/ her spirits if he/she falters in his/her efforts. Extrinsic motivation is also present in another form: rewards. Students who mainly rely on this method of extrinsic motivation will require a reward after accomplishing a goal/task, like taking a break or eating a snack. Vice versa to the students with intrinsic motivation, these individuals motivate themselves from within through internalised structures. This type of students is anxious to know and study on their own to achieve what they want. They generally do not need other people or other external motivators as long as they have their own inner drive. Furthermore, their inner selves are eager to accomplish their goals and fulfil their wishes. This study is conducted to investigate the factors that affect Malaysian undergraduate students' motivation to learn English in academic environments. It seems that the English fluency, particularly for those who have not built a concrete basic foundation in English, can be considered as one of the major issues in Malaysian education for the last few decades. To improve their grasp of the English language, students need motivation to keep them moving forward. There are various types of factors that affect the students' motivation. This study attempted quantitative research design using an online survey method. There were 306 respondents of Malaysian undergraduate students from four faculties (management, medical, hospitality, and engineering fields) at one of the private universities in Malaysia. The questionnaire was distributed using Google Form. Then, the results were analysed through SPSS software. The results revealed that the Malaysian undergraduate students were indeed affected by their intrinsic and extrinsic motivation. The students were intrinsically motivated by their own selves and extrinsically motivated by their parents, lecturers, friends, and academic environment to improve their proficiency in the English language. As such, the pedagogical implications are discussed.

A Comparative Study on Undergraduate Students' Academic Motivation and Academic Self-Concept

2010 ◽  
Vol 13 (2) ◽  
pp. 572-585 ◽  
Author(s):  
Mine Isiksal
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Grade Level ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
University Education ◽  
Self Concept ◽  
Measuring Instruments ◽  
Grade Levels ◽  
American Students

The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.

scholarly journals Investigation Into Motivation Types of Saudi and Chines EFL Learners and Gender Role Differences

2021 ◽  
Vol 14 (12) ◽  
pp. 101
Author(s):  
Asma Alqahtani
Keyword(s):  
Intrinsic Motivation ◽  
Gender Role ◽  
Extrinsic Motivation ◽  
English Language ◽  
College Level ◽  
Efl Learners ◽  
Research Questions ◽  
Language Students ◽  
And Gender ◽  
Chinese Group

This study investigates motivation types of Saudi and Chines EFL learners and gender role differences. I selected these two groups because they constituted the most dominant groups that study English abroad. The descriptive and correlational approaches were used to examine the participants&rsquo; motivation by collecting the data through questionnaire and interviews. Twenty-five Saudi and Chinese college level English language students were selected as samples for collecting data for answering the research questions. The findings showed that both groups have extrinsic and intrinsic motivation as well integrative and instrumental motivation. The Chinese group&rsquo;s intrinsic motivation is stronger than the extrinsic motivation.&nbsp;

scholarly journals The Relationship between Intrinsic/Extrinsic Motivation and Medical Students’ L2 Writing

2017 ◽  
Vol 20 (4) ◽  
pp. 71-81
Author(s):  
Sepideh Nourinezhad ◽  
Nasrin Shokrpour ◽  
Zahra Shahsavar
Keyword(s):  
Medical Students ◽  
Intrinsic Motivation ◽  
Academic Writing ◽  
Extrinsic Motivation ◽  
English Language ◽  
L2 Writing ◽  
Learning Skill ◽  
Key Factor ◽  
English Academic Writing ◽  
The Relationship

Despite the increasing interest in the need to increase the students’ learning motivation, there have been few attempts to determine the relationship between the students’ motivation and their L2 writing skill.The present study aimed at investigating the effect of extrinsic and intrinsic motivation on Iranian medical students’ L2 writing. 100 EFL medical students (both males and females) who had enrolled in an English academic writing course held in English Language Department of Shiraz University of Medical Sciences participated in this study.We used a questionnaire to classify the students’ extrinsic/intrinsic motivation. The results showed that the students’ motivation has a positive effect on their writing. Moreover, students with intrinsic motivation were more successful than those with extrinsic motivation in L2 writing. This study can provide the instructors with an in-depth understanding of motivation as a key factor which can improve the students’ writing. Understanding different types of students’ motivation and what promotes their learning skill can assist the teachers in fostering positive and realistic beliefs to maximize their teaching in an educational setting.

scholarly journals Motivation to Learn English Language: A Study of Shah Abdul Latif University, Khairpur, Sindh

2017 ◽  
Vol 8 (1) ◽  
pp. 15
Author(s):  
Ajab Ali Lashari ◽  
Ghulam Mustafa Mashori ◽  
Abdul Malik Abbasi ◽  
Quratulain Talpur
Keyword(s):  
Undergraduate Students ◽  
Extrinsic Motivation ◽  
English Language ◽  
Structured Interview ◽  
Target Language ◽  
Daily Routine ◽  
Motivation To Learn ◽  
Extrinsic Factors ◽  
Intrinsic Factors ◽  
Learning English

The present study aims to investigate the motivational factors which are directly involved in learning English language among Bachelor of Science (B.S) first year undergraduate students of Institute of English Language and Literature, Shah Abdul Latif University, Khairpur, Sindh Pakistan. The study focuses on intrinsic and extrinsic motivation factors, which motivate students to learn English language. The questionnaire has been administered among students (N=70) which are based on 30 Likert scale items. Attitude Motivation Test Battery/AMTB (Gardner, 2004 English version) has been used in this regard. SPSS has been used to quantify the data. The semi-structured interview has been conducted by using purposive sampling for in-depth study from (N= 6) students. The results reveal that the students have extrinsic reasons as dominant factors for motivation to learn the target language. The dominant extrinsic factors which were investigated among the students are to get a good job and to qualify exams. The intrinsic factors such as learning English for developing self-image and communication skills in English with proficiency in their daily routine work are responsible for motivating students to learn English language.

scholarly journals A Model of Antecedents Strengthening Organizational Commitment

2020 ◽  
Vol 55 (4) ◽  
Author(s):  
Ly Dan Thanh ◽  
Bui Quang Thong ◽  
Le Van Chon ◽  
Nhu-Ty Nguyen
Keyword(s):  
Organizational Commitment ◽  
Job Performance ◽  
Intrinsic Motivation ◽  
Organizational Identification ◽  
Quantitative Methods ◽  
Extrinsic Motivation

Primarily due to the importance of organizational commitment for both employees and employers, over the last few decades, the model of antecedents has continued to attract researchers. Hence, in this paper, the authors aim to build a model of antecedents to strengthen organizational commitment. In this study, the authors reviewed six main concepts and then applied the quantitative methods to research. The findings show that the three most prominent factors positively affecting organizational commitment are intrinsic motivation, extrinsic motivation, and organizational identification. This model will facilitate leaders to make plans of action to design suitable and efficient policies for motivating employees to increase their job performance and be more committed to their organization.

scholarly journals Role of Motivation in English Language Learning: A Real Challenge

2021 ◽  
Vol 6 (4) ◽  
pp. 224-229
Author(s):  
Dr. Mirza Sibtain Beg
Keyword(s):  
Intrinsic Motivation ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Extrinsic Motivation ◽  
English Language ◽  
Language Teachers ◽  
Extrinsic Factors ◽  
External Pressures

One of the most important Laws of Learning is the Law of Readiness. It is a big challenge for the teachers to kindle a strong desire in pupils to learn English Language swiftly which is not their Native Language. Motivation plays a very important role in the process of learning a Language. Intrinsic Motivation is a kind of motivation that comes from inside. Extrinsic Motivation emanates from external pressures such as essential for job or any other obligation. The differential success of ESL learner proffers us to examine the strategies utilized by successful Language Learners. The teachers can help students improve their performance laying more focus on learning strategies which proved fruitful. Language teachers can effectively teach by virtue of developing interest in students for Language Learning. Passion is very key to Motivation. Passion establishes a link between intrinsic goals and aspirations. Successful Language Learning can be achieved by means of passion. The role of ELT teacher is to devise ways and means to connect to this Passion. Learners need quality instruction, feedback, interaction and chance to have progress and to maintain Motivation for Language Learning as well. A good instructor must utilize the sources of Intrinsic Motivation to establish a connection with Extrinsic factors that can be brought to a classroom setting. It is also very significant for instructors to identify student’s motives and needs etc and thereby evolving proper motivational strategies. Motivation may erode during designing a Language course. The Teachers have to bear in mind that Learners differ in interest expectations from one another.

scholarly journals Implementation of an educational model leveraging the power of incentive reward theory with Blockchain

2020 ◽  
Vol 32 ◽  
pp. 03027
Author(s):  
Rishi Gulati ◽  
Akash Jethi ◽  
Arnab Ghosh ◽  
Abhishek Shimpi ◽  
Ashwini Naik
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Education System ◽  
Extrinsic Motivation ◽  
Motivation Theory ◽  
Educational Model

Recent studies conducted to investigate the reasons for an alarming decline in the performance of undergraduate students have thrown up a few compelling facts. These necessitate our immediate attention. Demographic shuffling along with lack of intrinsic motivation stand out as the cardinal reasons among other miscellaneous ones. There is a need to introduce programs that perk up one’s persistence level and provide the missing tangible incentive for a purposeful engagement with our education system. The paper endeavours to fulfil this requirement through the use of Blockchain (cryptocurrency) guided by the principles of extrinsic motivation theory.

scholarly journals Student’s strategies in online autonomous English language learning

2021 ◽  
Vol 6 (1) ◽  
pp. 59-67
Author(s):  
Nina Inayati ◽  
Rachyani Ayulis Rachmadhani ◽  
Berliana Nurmustika Utami
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Goal Setting ◽  
Undergraduate Students ◽  
English Language ◽  
Survey Design ◽  
Language Education ◽  
Private University ◽  
Autonomous Learning

This study investigates the integration of online technology by English language learners, especially those done in autonomous learning. To be more specific, this study aims to discover how systematic is students’ strategies in online autonomous language learning and the supports they expect from the educational institutions and teachers/lecturers in terms of conducting effective online autonomous learning. This study mainly employs survey design which is supported by interview. The population of the study was the undergraduate students of English Language Education Department in a private university in Malang, East Java, Indonesia. The findings suggest that learners were less systematic in their strategy use when conducting autonomous language learning. They showed lack of long term goal setting and reported difficulty in evaluation, and mostly resort to short term planning, resource finding and execution of learning. For the reasons, avoidance of classroom-like feeling and not knowing how to evaluate was repeatedly noted. Further, they also reported high expectation of teachers and institutions’ support and assistance in conducting autonomous language learning. The current study and some previous studies in the area have noted that learners tend to consider goal setting and evaluation as teachers’ areas, influenced by the fixed curriculum imposed in schools and university. As such, some flexibility in curriculum enactment is proposed and stronger intervention by teachers and institutions to support learners’ autonomy are proposed.  

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