Role of Motivation in English Language Learning: A Real Challenge

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.

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Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.492 ◽

2018 ◽

Vol 8 (1) ◽

pp. 139

Author(s):

Seyyed Hatam Tamimi Sa’d ◽

Fereshte Rajabi

Keyword(s):

English Language Learners ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Strategy Training ◽

Efl Learners ◽

English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145 intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary.

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Using Blogs: authentic material and ranking quality for SLA

The EuroCALL Review ◽

10.4995/eurocall.2013.10160 ◽

2013 ◽

Vol 21 (1) ◽

pp. 20

Author(s):

Xulian Coppens ◽

Mercedes Rico ◽

J. Enrique Agudo

Keyword(s):

Social Media ◽

Language Learning ◽

Language Learners ◽

English Language ◽

Language Teachers ◽

Authentic Materials ◽

Authentic Material ◽

The Impact ◽

The Web

Exposure real life language experiences forms an integral part of the acquisition process. Authentic materials – those derived from the culture of the target language rather than specially produced for language learners – increase the relevance of the learning experience by reusing texts taken directly from the target culture. Web 2.0 technologies increase opportunities for bringing authentic materials into formal language learning environments by allowing material to be collected, reused and shared amongst language teachers and learners. This paper aims to look at the role of blogs in facilitating the use of authentic material by English language teachers and learners and the impact of the most authoritative blogs in the wider Web and in Social Media.To reach this objective, the blog ranking site Technorati was used to select the most popular blogs for English language learners and teachers and each blog was analysed according to the authenticity of the cultural material used for language learning. The analysis reveals that 100% of the material on 56.25% of the blogs selected was authentic material and over 70% of the material on a further 35.3% of blogs was authentic.Secondly, the impact of these blogs in the wider Web and Social Media was measured in order to draw some conclusions regarding the role of language learning blogs outside the world of blogging and the communities they serve and provide an image of the relationship between blogs and bloggers, the Web and Social Media.The results show an inherent bias within Web 2.0 technologies towards providing contemporary authentic material for language learning – the technology itself encourages its use – and that sometimes blogs can have an impact beyond their communities through the Web and Social Media.

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Motivation in a Foreign Language Teaching and Learning

Vision Journal for Language and Foreign Language Learning ◽

10.21580/vjv6i11580 ◽

2017 ◽

Vol 6 (1) ◽

pp. 20 ◽

Cited By ~ 1

Author(s):

Lalu Thohir

Keyword(s):

Foreign Language ◽

Intrinsic Motivation ◽

Language Learning ◽

Language Learners ◽

Achievement Motivation ◽

Teaching And Learning ◽

Extrinsic Motivation ◽

Critical Role ◽

Foreign Language Learning ◽

Language Teachers

In learning English as a foreign language, where learners are separated logistically and psychologically from the target culture, motivation plays a critical role and it is one of the main determining factor in a second/foreign language learning achievement. Motivation is defined as some kind of internal drive which pushes someone to do things in order to achieve something and to achieve success, someone needs to be motivated.Motivation is distinguished into different kinds, such as integrative and instrumental, intrinsic and extrinsic, global, situational and task. However, the most widely cited distinction of motivation is between intrinsic and extrinsic motivation.In the field of language learning, motivation is sometimes distinguished from orientation. As an ideal for self-determined behavior, the intrinsic motivation is considered to be more powerful than extrinsic motivationin the success of learning a language, however, most of learning activities which the language learners do are initiated and driven by extrinsic motivation.There are three areas – goalsand goal setting, learning environment, and interesting classes – in which the language teachers could directly influence the language learners’ motivation and their continuing participation in the classroom. Providing positive feedback and enhancing the autonomous learning are among important means to increase the learners’ motivation. In addition, emphasizing two forms of positive extrinsic motivation – identificationand integration, while minimizing two forms of negative extrinsic motivation – external regulation and introjection could boost the intrinsic motivation of the learners.

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A Study of Language Anxiety among English Language Learners in Saudi Arabia

10.31235/osf.io/nk4em ◽

2019 ◽

Author(s):

Badia Muntazer Hakim

Keyword(s):

English Language Learners ◽

Language Learning ◽

Language Learners ◽

English Language ◽

Group Discussion ◽

Structured Interview ◽

Language Teachers ◽

Target Language ◽

Language Anxiety ◽

Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

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INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2020.8232 ◽

2020 ◽

Vol 8 (2) ◽

pp. 288-295

Author(s):

Elnaz Zariholhosseini ◽

Ehsan Namaziandost ◽

Mehdi Nasri

Keyword(s):

English Language Learners ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

English Language ◽

Vocabulary Learning ◽

New Words ◽

Novice Learners ◽

Vocabulary Learning Strategies ◽

Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

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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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LEARNERS’ STRATEGIES TO DEVELOP THEIR COMMUNICATIVE COMPETENCE

International Journal of Language and Literary Studies ◽

10.36892/ijlls.v2i3.389 ◽

2020 ◽

Vol 2 (3) ◽

pp. 271-279

Author(s):

Durga Bhusal

Keyword(s):

English Language Learners ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

English Language ◽

Communicative Competence ◽

Affecting Factors ◽

Language Learning Strategies ◽

Learning And Teaching ◽

The One

Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.

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Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v19n2.57581 ◽

2017 ◽

Vol 19 (2) ◽

pp. 101-120 ◽

Cited By ~ 3

Author(s):

Maria Eugenia Guapacha Chamorro ◽

Luis Humberto Benavidez Paz

Keyword(s):

Language Learning ◽

Learning Strategies ◽

English Language ◽

Tertiary Education ◽

Strategy Instruction ◽

Language Teachers ◽

Language Learning Strategies ◽

Language Performance ◽

Language Tests ◽

And Performance

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance.

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Samenwerkend Woorden Leren Als Vorm Van Content Based Language Learning; Een Succesvolle Aanpak?

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.58.08hac ◽

1998 ◽

Vol 58 ◽

pp. 63-69

Author(s):

Hilde Hacquebord

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Second Language Learners ◽

Language Teachers ◽

Small Scale ◽

Control Group ◽

Word Knowledge ◽

Reading Vocabulary ◽

Post Test

Second-language learners need a vocabulary course that they can apply in content areas. Although many schools opt for a reading curriculum to support weak readers, many L2-readers still have difficulties at the word level. In the reading course Weet wat je Leest (Know what you are reading'), there is a vocabulary course especially for L2-readers. It is designed along the principles of 'natural word acquisition', in which attention to the unknown word and elaboration of its meaning on the basis of the co-text is important. Vocabulary learning strategies are presented in such a way that language learners can deal with it in a cooperative way. Cooperation between language teachers and subject teachers is also very important in this project. The experimental reading/vocabulary course has been implemented in several schools. Only 45 students took part in the vocabulary course, and were able to improve their results with respect to word knowledge. Also the control group improved on word knowledge, be it not to the same extent. In a small-scale study, we observed a number of students in the vocabulary course. It appeared that especially the 'overestimators' in the program among them improved their metalinguistic ability with respect to word knowledge, whereas the control Werestimators' did not; they even had lower scores on the post-test.

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Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

English Language Teaching ◽

10.5539/elt.v9n9p52 ◽

2016 ◽

Vol 9 (9) ◽

pp. 52

Author(s):

Chia-Pei Wu ◽

Huey-Ju Lin

Keyword(s):

English Language Learners ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Limited English Proficiency ◽

English Language ◽

Learning Strategy ◽

English Proficiency ◽

Writing Anxiety ◽

English Writing

This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that ELLs suffered considerably from writing anxiety. Coping strategies of highly anxious ELL of each learning strategy group is also reported. However, further studies of larger populations and comparison of different ethnic groups as well as quantitative statistics analyses are needed.

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