Investigating Intrinsic and Extrinsic Motivation for Learning English Language at College Level: An Analytical Psycholinguistic Study of Kurdish EFL Students

This study investigated how 345 Japanese elementary school pupils’ intrinsic and extrinsic motivation for learning English changed with age (174 third– and 171 sixth–graders). Factor analysis identified five underlying factors: interest in foreign countries, intrinsic motivation, caregivers’ encouragement, instrumental motivation, and anxiety. The results of an ANOVA showed significant differences in intrinsic motivation, interest in foreign counties, and instrumental motivation between the third and sixth graders. The third graders' mean scores were higher than those of the sixth graders. This study revealed a rather steady developmental decline in intrinsic and extrinsic motivation for learning English, which might be attributed to general development trends in contemporary Japanese elementary school pupils. Within a consensus that there is considerable room for improvement in primary–school English education in Japan, results of the present study suggest that the area of motivation can shed light on how the teaching methods for elementary school students in the higher grades can be improved. 本研究は、日本の小学生英語学習者の英語学習に対する内発的・外発的動機が年齢によりどのように変化していくかを調べたものである。調査参加者は、3年生174名、6年生171名、合計345名である。質問紙で得たデータを因子分析した結果、外国に対する興味、内発的動機、道具的動機、親の励まし、不安の５つの因子が抽出された。さらに分散分析の結果、外国に対する興味、内発的動機、道具的動機に有意差がみられ、どれも３年生の平均値が６年生の平均値よりも高かった。ｋの結果から、学年があがるほど英語学習に対する内発的動機と外発的動機が低下していることがわかる。これは今の小学生の一般的な発達的傾向に原因があるという推測も成り立つが、特に、本論文では日本の初等英語教育においても改善すべき点があるとの立場から、高学年の指導法の改善の必要性を示唆した。

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The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

10.31235/osf.io/29wgb ◽

2019 ◽

Author(s):

Mohammed A. Abuzaifah

Keyword(s):

Secondary Schools ◽

Learning Strategies ◽

English Language ◽

Research Paper ◽

Saudi Students ◽

Efl Students ◽

Sensory Acuity ◽

The Relationship ◽

Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

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Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course

Indonesian Journal of EFL and Linguistics ◽

10.21462/ijefl.v3i2.79 ◽

2018 ◽

Vol 3 (2) ◽

pp. 171

Author(s):

Veronica Esti Nugrahani

Keyword(s):

Extrinsic Motivation ◽

English Language ◽

Research Question ◽

Language Education ◽

English Language Education ◽

Study Program ◽

Intrinsic And Extrinsic Motivation ◽

Education Study ◽

Identified Regulation ◽

Written Reflection

As other courses, motivation plays important role in Play Performance course. That motivation can be from the students themselves or other factors outside themselves. This study aimed to examine intrinsic and extrinsic motivation of students’ learning in Play Performance course in English Language Education Study Program of Sanata Dharma University by analyzing their written reflection. There was one formulated research question: “To what extent is intrinsic and extrinsic motivation found in students’ written reflection in Play Performance course?” In this study, document or content analysis was employed. The researcher analyzed 41 students’ written reflection in Play Performance course to find the intrinsic and extrinsic motivation. The findings showed some types of both intrinsic and extrinsic motivation. For intrinsic motivation, there were 15 statements which expressed motivation of knowledge; 19 statements expressing motivation of accomplishment; and 38 statements expressed motivation of stimulation. Meanwhile, for extrinsic motivation, it was found 9 statements expressed motivation of external regulation; 1 statement expressed motivation of introjected regulation; and 2 statements of identified regulation.

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English Language Learning Demotivating Factors for Saudi High School EFL Students

English Language Teaching ◽

10.5539/elt.v14n8p29 ◽

2021 ◽

Vol 14 (8) ◽

pp. 29

Author(s):

Raneem Alyousif ◽

Zainab Alsuhaibani

Keyword(s):

High School ◽

Public Schools ◽

Language Learning ◽

Technology Use ◽

Extrinsic Motivation ◽

English Language ◽

Collaborative Work ◽

Language Teachers ◽

Structured Interviews ◽

Efl Students

Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 

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RETRACTED ARTICLE: EFL students’ attitudes toward learning English language: The case study of Kashan University students

Cogent Education ◽

10.1080/2331186x.2016.1236434 ◽

2016 ◽

Vol 3 (1) ◽

pp. 1236434 ◽

Cited By ~ 8

Author(s):

Shahrzad Eshghinejad ◽

Kris Gritter

Keyword(s):

University Students ◽

English Language ◽

Attitudes Toward Learning ◽

Retracted Article ◽

Efl Students ◽

Students Attitudes ◽

Learning English

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

English Language Teaching ◽

10.5539/elt.v14n12p101 ◽

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’ 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’s intrinsic motivation is stronger than the extrinsic motivation. 

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Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2015.5.4.4 ◽

2015 ◽

Vol 5 (4) ◽

pp. 583-608

Author(s):

Csaba Kálmán ◽

Esther Gutierrez Eugenio

Keyword(s):

Language Learning ◽

Corporate Culture ◽

Attribution Theory ◽

Extrinsic Motivation ◽

Self Determination Theory ◽

Self Determination ◽

L2 Motivation ◽

Intrinsic And Extrinsic Motivation ◽

Learning English

Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b) to investigate these learners’ attributions, and (c) to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.

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Implementing TED Talks as Authentic Videos to Improve Taiwanese Students’ Listening Comprehension in English Language Learning

10.31235/osf.io/zwx9h ◽

2020 ◽

Author(s):

Chia-Pei Wu

Keyword(s):

Language Learning ◽

Listening Comprehension ◽

English Language ◽

College Level ◽

Comprehensive University ◽

Effective Learning ◽

English Classrooms ◽

Significant Difference ◽

Efl Students ◽

Ted Talks

This research paper explores implementing authentic video materials in EFL listening classrooms. Videos have been used as one of the English listening learning resources; however, without effective learning supports, EFL students are likely to encounter difficulties in comprehending the content on videos and then demotivate learning English. This study aimed to incorporate authentic online videos into students' English listening activities in college-level English classrooms in a private comprehensive university in southern Taiwan. Based on the research background and rationale, there were three main questions :(1) Is there a significant difference among students with different majors on the perceptions of the effectiveness of the listening activities on watching Technology Entertainment and Design Talks videos? (2) Is there a significant difference among students with the content familiarity in their learning with TED Talks videos? (3) What are the students' perceptions of practicing English listening with TED Talks videos? This research was conducted in a one-semester project to uncover 82 EFL learners’ self-reports of learning their online video materials. TED Talks videos and listening activities were utilized in this learning environment. A questionnaire was administered and consisted of demographic information, Likert scale questions, and interviews. The results showed that most students considered that they improved their listening comprehension after learning the TED talks video. Students recalled their background knowledge and analyzed content in the TED Talks.

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Blogs as Powerful Learning Tools: The Perception from EFL Students in Indonesia

10.31227/osf.io/chmaf ◽

2018 ◽

Author(s):

Budianto Hamuddin ◽

Indah Muzdalifah ◽

[email protected]

Keyword(s):

Foreign Language ◽

English Language ◽

Alternative Media ◽

English Language Teaching ◽

Learning Tools ◽

Online Questionnaire ◽

English As Foreign Language ◽

Publishing Article ◽

Efl Students ◽

Learning English

This post print paper presented in ICHaS 2017. Promoting the potential value of blogs in English Language Teaching (ELT) for English as a Foreign Language (EFL) Students is the focus of this present study. It's aimed to explain in a quantitative way the perceptions from English as a Foreign Language (EFL) students in using blogs. The students from PBIG FKIP Universitas Lancang Kuning in the province of Riau, Indonesia was selected based on the increasing trends of the blog used as alternative media to learn English during these two years. The analysis of this present study based its data from online questionnaire as the main instrument to collect the data. The online questionnaire was open from August 2016-February 2017 (6 months) and filled up by 161 students from English Department of FKIP Unilak who enroll in 6 different blog-based classes at PBIG FKIP Unilak. The analysis showing that the majority of the students had a positive perception that blog can be used as powerful tools to promote English language skills especially reading and writing. The data also reveals that using the blog as a learning journal can raise students’ motivation in learning English and publishing article. These positive results somehow showing that blog can be promoted as an alternative media of learning English for English as Foreign Language Students at PBIG FKIP Unilak or in other institutions around the globe that teach English as a Foreign language

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English Language Motivation between Gender and Cultures

Journal of Educational and Social Research ◽

10.5901/jesr.2017.v7n2p123 ◽

2017 ◽

Vol 7 (2) ◽

pp. 123-132 ◽

Cited By ~ 2

Author(s):

Said Rashid Al Harthy

Keyword(s):

Mixed Method ◽

English Language ◽

Cultural Factors ◽

Female Students ◽

Arab Countries ◽

Male Students ◽

Motivation To Learn ◽

Motivation For Learning ◽

Integrative Motivation ◽

Learning English

Abstract This study investigates the effects of the socio-cultural factors on the motivation of female and male students in 14 Arab and non-Arab countries through 14 studies. The findings indicate that both genders in the two groups share some interests of motivation for learning English, but they differ in some cultural factors that influence or hinder their learning. The findings of this research found that female students′ integrative motivation and attitudes towards English are higher than male students. The present study suggests a serious need for conducting qualitative or mixed method studies to investigate this phenomenon and to propose practical alternatives to increase male students' language motivation to learn English especially the integrative type. Pedagogical implications for teachers and suggestions for further research are included.

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