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The Socio-Educational Model of Second Language Acquisition: A Research Paradigm
Abstract
In this paper I discuss our socio-educational model of second language acquisition and demonstrate how it provides a fundamental research paradigm to investigate the role of attitudes and motivation in learning another language. This is a general theoretical model designed explicitly for the language learning situation, and is applicable to both foreign and second language learning contexts. It has three important features. First, it satisfies the scientific requirement of parsimony in that it involves a limited number of operationally defined constructs. Second, it has associated with it the Attitude/Motivation Test Battery (AMTB) that yields reliable assessments of its major constructs, permitting empirical tests of the model. Third, it is concerned with the motivation to learn and become fluent in another language, and not simply with task and/or classroom motivation.
... iv. Explore Personal and Social Motivations: Understand the personal and social aspirations that drive individuals to learn Korean. This objective looks at how language learning fulfills personal goals, such as connecting with Korean-speaking communities or pursuing personal interests (Gardner, 2010). ...
... By identifying these social and cultural motivations, language programs can emphasize intercultural communication DREAM JOURNAL -VOL. 03, ISSUE 05, 2024 skills and cultural awareness, promoting global citizenship and mutual understanding (Gardner, 2010;Duolingo Language Report, 2023). Furthermore, this study contributes to the broader field of second language acquisition by providing empirical data on the motivations for learning Korean. ...
... It adds to the existing body of knowledge and offers a foundation for further research on language learning motivations across different languages and cultural contexts. Academic insights from this study can inform future theoretical developments and practical applications in language education (Gardner, 2010). ...
This research explores the multifaceted motivations behind learning Korean, examining intrinsic, extrinsic, integrative, and instrumental factors that drive language acquisition. Through a quantitative approach involving structured surveys distributed to a diverse sample of learners, the study identifies key motivational drivers such as cultural appreciation, career opportunities, and social integration. The findings highlight the significant impact of intrinsic motivations related to Korean pop culture, extrinsic motivations linked to economic benefits, and integrative motivations for cultural immersion. These insights inform educational strategies and policies, emphasizing the need for culturally enriched curricula, career-oriented language programs, and supportive policy initiatives to enhance language learning outcomes. Future research directions include longitudinal studies, comparative analyses, and the examination of digital learning platforms' impact on language learning motivations.
... In doing so, 400 teenage students were selected based on the available sampling method. The data were collected through a related two-part questionnaire developed by Gardner (2006). The original English questionnaire was translated into Persian and the researchers checked the reliability and validity. ...
... Although multilingualism is widespread in today's world and in many countries, foreign language learning is part of compulsory education, most research conducted with foreign language learners who studied in tertiary education and younger students who came from middle-class or privileged social backgrounds. In contrast with the area of second language learning, where a great deal of research effort has been concentrated on the role of social, cultural and linguistic context (e.g., Masgoret & Gardner, 2003;Peirce, 2005;Gardner, 2006), in foreign language settings the motivation and language learning processes of disadvantaged students have been rarely investigated (Lamb, 2012). The scarcity of research in this area is unfortunate because foreign language competence might open up new opportunities for students from lower social classes and can assist them in breaking social barriers. ...
... Sheldon (2005) expressed that the benefits of recognizing parents as partners in education in supported in many educational researches (cited in Hosseinpour et al., 2015). Gardner (2006) stated that "For young learners, parental involvement in and attitudes towards learning a second language (L2) has a great influence on their L2 development" (cited in Zhou, 2020). So, based on the above findings, there are so much research concerning the role of parents on children's education. ...
Educators have widely accepted motivation as an important factor influencing the success of the second/foreign language learning process. Among many factors affecting the language learners’ motivation, the role of families and their social class have been considered as the main variables of this study. The present study aimed to explore the effect of social class dimensions on learning motivation, focusing on Vygotsky and Gardner’s theories. More specifically, the study tried to investigate the impact of social class dimensions, i.e., parental job, income, and education level on English learning motivation of some high school students in Kerman, Iran. In doing so, 400 teenage students were selected based on the available sampling method. The data were collected through a related two-part questionnaire developed by Gardner (2006). The original English questionnaire was translated into Persian and the researchers checked the reliability and validity. The collected data were inserted to SPSS software version 24 for analyzing and interpreting. The results revealed the effect of social class dimension had a positive effect on Iranian EFL students’ motivation toward learning English. In other words, students who belonged to families with higher social class dimensions reflected higher motivation and desires to learn English than the ones who were in families with lower social class dimensions. Findings have some implications for language teachers and students and can improve teaching methods, curriculum development, and syllabus design.
... Motivation plays a crucial role in language learning, as recognized by Lifrieri (2005), who emphasized its significance in influencing individuals' levels of success in various activities, including language acquisition. It is also argued that learners with higher motivation tend to outperform those with lower motivation (Gardner, 2006). Broussard and Garrison (2004) provided a definition of motivation as the driving force that compels individuals to act or refrain from it, underscoring its role in shaping their behaviors. ...
... Broussard and Garrison (2004) provided a definition of motivation as the driving force that compels individuals to act or refrain from it, underscoring its role in shaping their behaviors. Highly motivated students are more likely to participate in classroom activities actively, exert greater effort to achieve their goals, and experience heightened excitement in their learning endeavors (Broussard & Garrison, 2004;Gardner, 2006). ...
The advent of digital games in language classrooms has ushered in a new era of interactive and dynamic learning experiences. Among these platforms, Kahoot stands out as an engaging and entertaining gaming platform, capturing the attention of both instructors and students. Despite the previous studies on the impact of Kahoot on language learning motivation, they have predominantly focused on assessing the effects of Kahoot before and after instruction overlooking direct comparisons with traditional instructional methods. Consequently, the present study utilized a quasi-experimental research design, and participants were divided into two groups: an experimental group that received instruction using Kahoot, and a control group that followed traditional instructional methods. This research design allowed for a direct comparison of the impact of Kahoot on students’ motivation to learn the language. The results revealed a significant positive impact of Kahoot on students’ motivation to learn English. The students perceived Kahoot as engaging and enjoyable, resulting in heightened enthusiasm and interest in language learning. These findings highlight the transformative potential of Kahoot as a catalyst for enhancing language learning motivation. Integrating Kahoot and other innovative online platforms into EFL instruction can create dynamic, interactive learning environments that foster student engagement and motivation.
... In light of the significance of enhancing English proficiency among EFL learners, this research project aims to investigate the impact of underlying variables that have received limited attention in prior language education studies. Additionally, this study responds to the call made by Gardner [5] to explore novel variables in research on foreign language teaching and learning. Building upon previous research, this study introduces a conceptual framework comprising three factors that could have a direct or indirect influence on the perceived English proficiency of EFL learners. ...
... This research intends to bridge this gap by investigating these variables and their potential influence on English proficiency. In particular, the present study aligns with the call made by Gardner [5] to explore novel variables in research on foreign language teaching and learning. By introducing a conceptual framework that incorporates these understudied factors, the research responds to the academic community's call for a deeper understanding of the multifaceted nature of language learning. ...
This study aims to examine and analyze a research model comprising three latent variables (academic expectation stress, adaptive coping, and academic resilience) to gain insights into the perceived English proficiency of EFL (English as a foreign language) learners. These variables have been overlooked in previous literature despite their importance in understanding learning outcomes. A total of 395 undergraduate students from a Taiwanese university participated in this study. Through the use of structural equation modeling, the hypotheses in the research model were tested. The findings of this research are as follows: (1) Academic expectation stress has a significant and negative impact on EFL learners’ perceived English proficiency; (2) Academic resilience positively predicts EFL learners’ perceived English proficiency; (3) Academic resilience mediates the relationship between academic expectation stress and perceived English proficiency; (4) Adaptive coping mediates the relationship between academic expectation stress and academic resilience. These results add valuable insights to the existing literature in EFL teaching and learning, shedding light on the dynamics of these variables.
... In the context of Second Language Acquisition (SLA), language attitude is seen as a feeling of integrativeness or the strong desire of the learner to affiliate themselves with the target language community (Gardner, 2000(Gardner, , 2010, suggesting positive attitudes towards the language, which leads to high levels of proficiency as the learners' whole linguistic repertoire can become instrumental in classroom teaching and learning (Dornyei, 2003(Dornyei, , 2005. Hinged on the SLA theories, Garrett (2010) highlighted the significant relationship between language attitudes and language learning. ...
... Language attitude is said to greatly influence a learner's desire to learn a language and to be affiliated in that language community (Myers- Edwards, 2006;Gardner, 2000Gardner, , 2010Scotton, 2007). This is due to one's positive attitude to that language because of factors such as gender differences (Carroll, 1975;Piller & Pavlenko, 2004;Pritchard, 1987;Pritchard & Loulidi, 1994;Trudgill, 1995), socio-economic status (Fuentes & Mojica, 1999;Heng & Calleon, 2008;Kahn-Horwitz et al., 2006) and beliefs (Jenkins, 2007). ...
... (Gardener and Lambert 1972, p. 37). Gardner (2006) notes that learners are motivated to learn the language because they would like to join its culture and become related to its speakers. According to Gardener and Lambert (1972, p. 36), instrumental motivation involves "the desire to learn a language because it would fulfill certain utilitarian goals, such as getting a job, passing an examination etc." Instrumental motivation involves the perceived pragmatic benefits of language proficiency as stimuli for generating those utilitarian objectives, (Gardner, 2006). ...
... Gardner (2006) notes that learners are motivated to learn the language because they would like to join its culture and become related to its speakers. According to Gardener and Lambert (1972, p. 36), instrumental motivation involves "the desire to learn a language because it would fulfill certain utilitarian goals, such as getting a job, passing an examination etc." Instrumental motivation involves the perceived pragmatic benefits of language proficiency as stimuli for generating those utilitarian objectives, (Gardner, 2006). ...
This paper reports on a study carried out in a northern Namibian urban school about the use of Wikipedia translation as an additional teaching and learning tool in Oshikwanyama Firs Language classroom. Higher-level learners (Secondary phase) were purposefully chosen for this study. The study followed a situated learning theoretical framework, of which its cognitive apprenticeship elements were used as the analytical tool. The research findings show that Wikipedia translation offers a simulating learning platform for learners to learn both languages Oshikwanyama and English reciprocally and this improves their performance. Furthermore, Wikipedia translation, which is done collaboratively, give learners confidence towards working with others to create knowledge. Lastly, Wikipedia translation motivates learners to learn Oshikwanyama and use it in their daily ICT interaction.
... The other is an interpersonal theory, which includes others' beliefs about responsibility and their emotional factors like anger and empathy. Gardner (2006) found that students' learning motivation in the classroom is influenced by the teacher, classroom climate, course content, materials, instructional facilities, and individual students' personality traits [5]. ...
... The other is an interpersonal theory, which includes others' beliefs about responsibility and their emotional factors like anger and empathy. Gardner (2006) found that students' learning motivation in the classroom is influenced by the teacher, classroom climate, course content, materials, instructional facilities, and individual students' personality traits [5]. ...
Sociocultural theory emphasizes the use of sociocultural contexts and cultural artifacts to regulate interpersonal relationships and facilitate thinking and language acquisition. Based on this theory, research on foreign language learning has shown that learning a foreign language is not a personal effort invested blindly, but rather is realized and internalized through language as a cognitive tool with the help of other supports. Learning motivation is an important factor that directly affects the learning behavior and effect of college students, and it is the internal motivation and need that drives students to learn. To understand the current situation of learning motivation of Chinese English majors under the sociocultural theory, this study adopts a questionnaire to investigate the learning motivation status of 150 students majoring in English in a comprehensive undergraduate university. Based on the problems found, this study makes suggestions to both students and teachers to stimulate students learning motivation.
... A major component of Gardner's (2006) socio-educational model of motivation, motivational intensity, is often associated with effort an individual expends to study an additional language. In that regard motivational intensity is more strongly associated with perseverance over time rather than with consistency of interest (Alamer, 2021;Fallah, 2014). ...
... Second, the study extends Bandura's (1997) self-efficacy theory to the ESP contexts that self-efficacy has an impact on ESP, as shown by the direct impact on motivation, motivational intensity, and ESP achievement, as well as an indirect impact on ESP achievement via motivation and motivational intensity. Finally, the study provided preliminary evidence for the prominent role of motivational intensity mediating the effects of motivation and of self-efficacy on EPS learning, which aligns with Gardner's (2006) socio-educational model of motivation and motivational intensity. ...
This study, the first of the kind in the field of English for specific purposes, examined direct and indirect relationships among English language proficiency, English public speaking (EPS) motivation, motivational intensity, self-efficacy, and EPS achievement. The sample consisted of 189 non-English-major students. The final structural equation model yielded an acceptable fit to the data and explained 23.4% of the variance in EPS achievement. English language proficiency and EPS self-efficacy had both direct and indirect (via, respectively, self-efficacy and motivational intensity) impacts on EPS performance. Ought-to self emerged as the strongest contributor to explaining motivation (R² = .90), followed by learning experience (R² = .57), and ideal self (R² = .32). Implications are discussed.
... They assert that the former occurs when the learner wishes to identify with the culture of the second language group, and the later occurs when the learner wishes to learn the language for practical reasons. Gardner (2006) refers to instrumental motivation as the practical value of using one foreign language, and refers to integrative motivation as the willingness of learners to integrate themselves into the target language community. Donyei (1994) claims that integrative motivation results from a combination of different desires such as making friends with the people who speak the language. ...
... Many studies show that more highly motivated students learn more quickly than students who are motivated. Gardner (2006) states that "students with higher levels of motivation will do better than students with lower levels" (p.241). In addition, the study of Ushida (2005) reveals that there is a significant correlation between the students' motivation and their learning outcomes. ...
This study investigates the role of motivation in foreign language learning. It sheds light on the meaning of motivation from different views, and the significance of motivation in foreign language learning as one of the most important factors in learning a foreign and second language. It also focuses on how the two types of motivation, namely integrative and instrumental motivation, affect the process of language learning for Libyan students, and how these two types play an essential role in achieving the desired goals. The study is carried out to determine if the fourth year undergraduate students studying English as a foreign language are more ـــــــــ ــــ ــــــــ ــــــ ـــــــ ـــــــــــــــــــــــــــــــــــــ ــــ ــــــــــــــــــــــــــــ ـ ـــ ــــــــــــ Majda Mahmoud Rashed University Bulletin-ISSUE No.19-Vol. (4)-December-2017. 110 integratively or instrumentally motivated towards English language learning. Findings of the study showed that the students participating this study are motivated both integratively and instrumentally with a little higher instrumental motivation.
... The setting in which a person is learning a second language, along with the person's natural skill and innate desire to learn, are two of the most important aspects in influencing their motivation to learn, according to Gardner's (2010) model. Students who are more intrinsically motivated and interested will perform better than those who are less motivated and interested. ...
... Not only does it include the LSRW i.e. listening, speaking, reading, and writing, proficiency can be influenced by a self-appraisal of one"s own perception of proficiency with a lot of interpersonal variation. These individual differences in language learning mainly focus on four areas, viz., language aptitude, learning style, attitudes, motivation, and learner strategies (Skehan, 1991;Dornyei, 2001Dornyei, , 2005Dornyei and Ushioda, 2011;Gardner, 2006Gardner, , 2010Gardner and Macintyre, 1993;Alam, 2023b). In today's globalized societies, language skills are considered an essential requirement for life and work. ...
The present study aims to explore the role of achievement motivation and metacognitive strategies for defining self-reported language proficiency in the context of English as a Second Language. Moreover, the study also investigates the complex relationship that exists between motivation, metacognitive strategy, and self-reported language proficiency as they have recently been identified as key predictors of language proficiency. The present research delves into the ways motivation and metacognitive strategies help learners in acquiring self-reported language proficiency. Further, it highlights the skills that can be targeted by using these strategies. The study indicates that enabling learners with positive attitudes, motivation, and metacognitive strategies can have a constructive effect on learning. To determine the important role, achievement motivation and metacognitive strategies play in defining self-reported language proficiency, the study collects responses from 113 participants who will complete three Questionnaires (one each) on self-reports of language proficiency, metacognitive strategies, and achievement motivation. The measures of Achievement Motivation, Metacognitive Strategies, and Self-reported scores of English language proficiencies (skill-wise) will be collected through the respective instruments, Deo-Mohan Achievement Motivation Scale (n-Ach), Metacognitive Reading Strategies Questionnaire (MRSQ), and Self-Reported Language Proficiency Scores.
... However, in SLA, emotions such as "enjoyment, relief, anger, happiness, hope, gratitude, jealousy, [and] love" have often been overlooked (Imai, 2010, p. 280). Several more commonly researched areas of positive affect in SLA include autonomy (Benson, 2011), attention (Schmidt, 1990), interest (Abrantes et al., 2007;Hidi, 1990), positive self-efficacy (Bandura, 1997), and motivation (Dörnyei, 2005;Gardner, 2010). Despite beneficial findings by Dewaele and MacIntyre (2014), L2 task enjoyment has rarely been investigated directly as a contributor of L2 learning. ...
The aim of this study was to explore how two types of input, reading-then-listening (RL) and listening-only (LO), contribute to differences in second language (L2) learner comprehension, perceptions of difficulty, and enjoyment of a short graded reader written in English. Comprehension was assessed with multiple-choice main idea and specific detail questions, while perceptions of task difficulty and enjoyment were measured using 4-point Likert scales. The participants in this six-week
study were 22 first-year students at a university in western Japan. The participants performed better on the RL tasks, which were also rated as less difficult and more enjoyable. Although perceived task difficulty and task enjoyment ratings were significantly different, they were not significantly negatively correlated. The findings suggest that researchers and educators should consider the role of the input mode and the potential scaffolding benefits of RL activities on L2 comprehension, perceived task difficulty, and task enjoyment.
... Second language (L2) learners' active personal involvement in learning an L2 -in terms of the use of language learning strategies, the frequency of interaction with the native speakers, and the continuation of the efforts to preserve the acquired skills after the end of period of instruction-is immensely influenced by motivation (Dörnyei & Ushioda, 2013;Gardner, 2001Gardner, , 2010Gardner & Lambert, 1972;Oxford & Shearin, 1994;You & Dörnyei, 2016). As motivation provides the primary impetus to initiate the learning of the L2, and functions as the driving force to help sustain the long and tedious process of learning, all the other factors involved in L2 learning may presuppose it to some extent (Dörnyei & Csizér, 1998). ...
understood as a product of the stimulus appraisal system, and writing proficiency in English among undergraduate Indian ESL learners. The principal objective of the study was to analyze the correlation between the undergraduate Indian ESL learner’s motivational sub-checks/constructs, constituted using the stimulus appraisal (SA) theory of affect, and their writing proficiency in English. Additionally, it also attempted to understand the influence of sex and academic disciplines on the correlations. An ESL motivation survey was conducted using a modified version of the Attitude and Motivation Test Battery (Gardner, 1985) on students (N>350) studying in undergraduate programs in the academic disciplines of engineering, humanities, and medical sciences selected using criterion-based sampling, followed by a writing proficiency test in English. It was observed that need/compatibility factors did not significantly correlate with ESL writing proficiency in any of the three subsamples. ESL classroom-related factors within the pleasantness/novelty construct, on the other hand, significantly correlated with ESL writing proficiency. It is hoped that the insights obtained in the study should potentially help design more empirically informed pedagogical methods of ESL teaching.
... The articles also illustrate the diversifying nature of motivation research; here we see the use of traditional data collection tools such as questionnaires and interviews, but also voice recording, journaling, class observation, and practical pedagogic interventions. Robert Gardner (2006) concluded his authoritative review of the language learning motivation field nearly 20 years ago with the words "(c)learly, much more research is required to investigate the issue of motivating students in language classes to determine whether or not it has the desired effect in terms of achievement and willingness to use the language" (p. 354). ...
... Another influential framework is the Socio-Educational Model of Second Language Acquisition (Gardner, 2010), which posits that integrative and instrumental orientations towards language learning, as well as attitudes towards the target language community, significantly impact learners' motivation and language proficiency. Integrative motivation, characterized by a desire to connect with the target language community and culture, is associated with greater persistence and achievement in language learning compared to instrumental motivation, which focuses solely on practical benefits. ...
... Therefore, the present research is also guided by this type of investigation and approach. 2.2.1 The socio-educational model Gardner (2006) suggested that instead of using a very specific definition for motivation, motivated individuals should be identified based on the following qualities in the context of the given situation: "goal directed, expends effort, is persistent, is attentive, has desires (wants), exhibits positive affect, is aroused, has expectancies, demonstrates self-confidence (self-efficacy), and has reasons (motives)" (p. 2). ...
Learning a foreign language (FL) in itself is emotionally challenging for learners demanding substantial motivation on their behalf. Learning two FLs in parallel might only increase the number of obstacles to overcome. The present qualitative research aims at discovering the possible effects of starting a new FL on 18-19-year-old Hungarian English as a Foreign Language (EFL) students. The data analysis revealed that the introduction of a second foreign language (FL2) did have an impact on students’ EFL learning in most cases and resulted in changes in their language learning motivation and emotions towards their FLs. Based on students’ attitudes these changes were identified as four different emerging themes. Overall, it may be stated that students’ language learning motivation and emotions seemingly depended on their previous EFL learning experiences and on their reception of the FL2. It can be concluded that none of the students mentioned that they had managed to acquire both FLs at a desired level before the data collection, and none of them described the same positive attitude towards learning the two FLs.
... Motivation has widely been researched by different researchers in relation to other variables, like attitude towards learning, anxiety, gender, teaching strategies, interest, etc. (Gardner, 1985(Gardner, , 2006Dornyei, 2005Dornyei, ,2009Ngumbang & Mahamod, 2017;Zulkifli & Bakar, 2016). Different researchers used psychological theories to find out the differences and relationships between motivation and other variables. ...
This article reviews past research done on English as a foreign language learning motivation in Saudi Arabian universities from the last twenty years, in order to evaluate its impact on learning process and to find out the nature of motivation of EFL learners. It focuses on the studies of psychological theories of motivation which were tested in FL classrooms for their validation in Saudi universities. It has been observed that there are significant changes in EFL learners' learning level of motivation at different times in different contexts. Additionally, this review emphasizes the complexities seen in the relationships between teaching and learner motivation. Eventually, an attempt is made to clarify certain emerging truths and point out the most promising research directions.
... In addition, regarding L2 motivation, previous studies exploring its significance in relation to achievement in EMI (Rose et al. 2020;Xie and Curle 2022) have suggested somewhat different results from language classroom. Studies in language classrooms have expressed that motivation is crucial in language learning (Dörnyei 1998;Gardner 2019;Lamb 2007). In contrast, previous EMI studies have reported that the effect of L2 motivation on their performance remains uncertain (Rose et al. 2020;Xie and Curle 2022). ...
... The next is the second statement: I enjoy the English Class, in which they agree that they really enjoy English class with the total of 96% the students. This intrinsic motivation is excellent and therefore as stated by Gardner (2006) that when one is motivated, he/she has reasons (motives) for engaging in the relevant activities, expends effort, persists in the activities, attends to the tasks, shows desire to achieve the goal, enjoys the activities, and so on. Thus, the figure of 96% of the students enjoy the English class is considered very good intrinsic motivation. ...
Low competence in English for the students of Non=English native speakers has been crucial so far for the teachers in language teaching in Indonesia. This study attempts to explore students" motivation in learning English at STIE Perbanas Surabaya. This is a qualitative research and a case study. This study analyzed the data by means of a descriptive analysis. This method was chosen to describe the qualitative data taken from the students at STIE Perbanas Surabaya who were taking English subject. The data were collected using questionnaires. Some of the students were also interviewed in depth to triangualise the data related to their motivation in learning English. It was found that there are two types of motivation by the students of STIE Perbanas in learning English: intrinsic and extrinsic. They agreed (78%) that they are studying English because it is a compulsory subject in this college. Besides that, they have several factors of motivation affecting the students' learning English as a foreign language such as a local education system, attitudes to the target language, and teacher factor.
... The learners exhibited a positive belief in learning and motivation to learn English for business interaction, which indicates that their perceived efficiency during online participation was precisely aligned with their determination to learn, i.e., whether intrinsic or extrinsic (Deci & Ryan, 1985). This finding demonstrates that all three constructs can coexist in actual realization (Gardner, 2019) and further reaffirms the profound role of self-efficacy in L2 learning processes and outcomes (Cohen & Dörnyei, 2002). This role loomed large in the participants' acts of participation in the online learning activities, supporting the autonomy of individual learners and their active engagement in learning activities (Tan et al., 2017). ...
Unraveling the connections: English proficiency, motivational orientations, and online community engagement among ESP students. English Teaching, 79(1), 25-48. This study addresses the scarcity of research examining technology's impact on learners of English as a foreign language in English for specific purposes (ESP) courses within English-medium instruction (EMI) programs. Focusing on a business communication course using a social question-answering platform, this study explores the interplay among English proficiency, motivational orientations, and online engagement. Surveying 126 university students via a mixed-method approach, this research identifies distinct motivational orientations (intrinsic, extrinsic, and self-efficacy) existing during class activities, influenced by proficiency levels, with notable differences in online participation between beginner and advanced learners. The findings suggest that while online activities enhance peer interaction and teacher feedback, they may trigger anxiety in beginners, potentially diminishing motivation and self-efficacy. These results emphasize the need to tailor technology integration to proficiency levels and motivational orientations in ESP/EMI settings. Practical recommendations are offered for educators aiming to implement effective online activities and provide targeted support, particularly for beginner learners, thereby bolstering their motivation and self-efficacy.
... There have been a number of general constructs and theories developed for exploring language learners' motivation, including Gardner's socio-educational model (Gardner, 2010), that language learners learn a language for their external goals (instrument motivation) or integrate with the target context. (integrative motivation), and self-determination theory (Deci & Ryan, 2012) in online language learning. ...
MOOC attrition rates have become a research hotspot in open and online education, requiring researchers to pinpoint psychological, technological, pedagogical, and technical factors that could mitigate this problem. For this aim, the current study applied a tri-phenomenon approach to explore language learners' perceptions of support coupled with the moderation role of their motivation plays in shaping their learning approaches to MOOC. To do so, 428 language learners who completed their online language course on the Iranian MOOC platform answered the study survey before getting their course certificate. An analysis of structural equation modeling (SEM) revealed that MOOC instructional and peer support were positively correlated with learners' deep approach while negatively correlated with the surface one. Although technical support was provided in this instance, it did not contribute to shaping language learn-ers' motivation and deep approach. Moreover, language learners who attended MOOCs to learn language intrinsically perceived more instructional support, whereas language learners who joined these courses to pass some obligations or get course certificates perceived greater peer support that could help them pass such criteria and shape their deep approach to MOOC. Further, both types of motivation significantly mediate learners' instructional and peer support within their deep language learning approach in MOOC. As a result of these findings, both theoretical and practical contributions have been reported in the study to lead MOOCs' enrolment to have a deep approach.
... In studies of FL motivation, a range of theoretical frameworks have been drawn upon, including Gardner's (2006) socio-educational model and Deci and Ryan's (2004) self-determination theory, and identified significant positive relationships between FL motivation and achievement. Most of these studies explored the positive effect of motivation on learning proficiency (Tahmouresi & Papi, 2021;X. ...
Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancy-value theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific anxiety. Thus, the present study explored dimensions of task values of English learning, the relationship between expectancy, values and English language speaking anxiety (ELSA) among Chinese undergraduate EFL learners and their predictive power on spoken English proficiency. Two hundred twenty-three Chinese undergraduates completed a questionnaire about their spoken English proficiency, expectancy-value and ELSA items. The following results came to light: (1) task values in English learning had four facets; (2) different types of value were significantly positively correlated with each other, both expectancy and ELSA were significantly linked to cost value, and expectancy bore a significantly negative correlation with ELSA; (3) expectancy, ELSA and attainment and cost value separately predicted learning achievement, whereas only expectancy and value additively predicted learning achievement, where expectancy exerted a greater impact. These findings suggest that teachers should guide students to aim high and provide more opportunities for spoken English practice.
... Motivation as the main driving force behind the second language acquisition (SLA) process (Dörnyei & Ushioda, 2021;Gardner, 2010) has attracted substantial attention in language learning and teaching (Darvin & Norton, 2021;Kim, 2021;Ushioda, 2020). The bulk of current investigations into learners' motivation (e.g., Bećirović King, 2021) have been used to investigate neither the teachers' motivational strategies nor their remotivational strategies. ...
Given the paramount importance of motivation and the paucity of research into teachers’ remotivational strategies, this study constructed and validated a teachers' remotivational strategies questionnaire. In so doing, the present study built upon an integrative framework encompassing Ecological Systems Theory (EST) and Self-Determination Theory (SDT). The participants comprised 235 EFL teachers within the age range of 21 to 45 (M = 30.63, SD = 5.28) and teaching experience of three months to 23 years (M = 7.30, SD = 3.87). To gather data, semi-structured interviews were conducted. Following that, the interview contents became subject to thematic analysis, and the results along with the existing themes in the extant theoretical and empirical literature were used to develop the questionnaire. The results of thematic data analysis demonstrated that the emerging theme instances were situated within the integrative SDT/EST frame. The results of Exploratory Factor Analysis (EFA) suggested a three-factor structure encompassing relatedness, competence, and autonomy. Moreover, the results of Confirmatory Factor Analysis (CFA) indicated that the three-factor structure fits the Iranian EFL teachers' population. Based on the results, the teachers' remotivational strategies questionnaire can be safely used for developing professional programs aiming at determining and promoting EFL teachers’ understanding and use of remotivational strategies.
... Moreover, the Socio-educational Model of SLA posits that cultural experience and education levels influence affective factors that play significant roles in L2 reading performance (Gardner, 2019;Gardner & MacIntyre, 1993). Most previous studies have been conducted among college students in Western countries (e.g., Australia: Jee, 2019;Canada: Pichette, 2009;United Kingdom: Melchor-Couto, 2018;United States: Scida & Jones, 2017). ...
Foreign language anxiety has influenced reading achievement in English as a second language learning (ESL). However, less is known about how foreign language anxiety affects Chinese students learning English as L2 and the interplay between foreign language anxiety and cognitive-linguistic factors on L2 reading performance. This longitudinal study examined the impact of foreign language anxiety on English word reading and the mediating effect of cognitive-linguistic skills between foreign language anxiety and English word reading in a sample of 177 grades 2 to 3 ESL Chinese students at risk of English learning difficulties. Foreign language anxiety was assessed using parent-rated and child-rated questionnaires at T1. Students were assessed on English word reading at T1 and T2 and cognitive-linguistic skills: phonological awareness, expressive vocabulary knowledge, and working memory at T1. Path analysis showed that parent-rated foreign language anxiety significantly predicted T1 English word reading after controlling for working memory. However, child-rated foreign language anxiety did not significantly predict English word reading. Moreover, mediation analysis showed that parent-rated foreign language anxiety significantly predicted T2 English word reading through T1 English word reading and expressive vocabulary knowledge. Findings highlight the impact of foreign language anxiety on L2 word reading and suggest that mothers’ involvement in children’s ESL is essential.
... The school administrator should pay more attention to students' desire and anxiety for learning, regularly ask students for feedback on classroom and teacher teaching issues, and continuously modify and improve teachers' teaching plan requirements based on this, as well as update the school's teaching materials. Students "attitudes towards the language situation involve attitudes towards the school environment, reactions to the textbooks, and evaluation of the language teacher and the language course (Gardner, 2006). ...
This study was conducted to determine whether there were significant differences in desire for and anxiety in learning Chinese among students in Grades 3-5 at an international school in Bangkok, Thailand. A sample of 74 students enrolled in the target international school participated in this study. After performing descriptive statistics on the collected data, it was determined that the overall level of desire to learn Chinese was slightly high for Grade 3 students, high for Grade 4 students, and slightly high for Grade 5 students at the target school. The overall level of anxiety in Chinese classes was interpreted as slightly high for Grade 3 students, slightly low for Grade 4 students, and slightly high for Grade 5 students at the target school. Through quantitative comparative analysis, a statistically significant difference in desire to learn Chinese was found between Grade 4 and Grade 5 students at the target international school. Additionally, there was a statistically significant difference in anxiety in learning Chinese between Grade 4 and Grade 5 students at the international school in Bangkok. Based on the research findings, recommendations are provided for students, teachers, school administrators, and future researchers.
... They include Spolsky's general model of second language learning (1989) and Schumann's acculturation model (1978). The language socialisation paradigm (Duff & Talmy, 2011), the socio-educational model (Gardner, 2006) and the socio-cultural model (Lantolf, 2011) are other examples which place a strong emphasis on the social elements. ...
Full text available: https://www.tandfonline.com/doi/full/10.1080/07908318.2023.2285797 -
As part of a larger project that investigates the issue of identities in Hong Kong, this study anchored on the sociocognitive paradigm in second language acquisition (SLA) explores the potential relationship between one’s identity and perceived language accentedness. Our study set in Hong Kong (HK) aims to extend Gatbonton and colleagues’ works (e.g. [2005]. Learners’ ethnic group loyalty and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly, 39(3), 489–511. https://doi.org/10.2307/3588491; [2008]. The ethnic group affiliation and L2 proficiency link: Empirical evidence. Language Awareness, 17(3), 229–248. https://doi.org/10.1080/09658410802146867; [2011]. Ethnic group affiliation and patterns of development of a phonological variable. Modern Language Journal, 95(2), 188–204. https://doi.org/10.1111/j.1540-4781.2011.01177.x) that examine the relationship between ethnic group affiliation (EGA) and language proficiencies in diglossic contexts. HK is a multi-glossic context where Cantonese, English and Mandarin are the official languages, and they perform distinctive functions in various public and private domains. Through analysing participants’ (n = 65; born between 1970s–1990s) self-identification and their reported accentedness in English and Mandarin, we address the question of whether EGA as a set of social factors has a bearing on a person’s linguistic achievements. Findings indicate that participants’ identification with the Chinese/ HK identity is related to their perceived accentedness in the targeted languages in intricate ways that do not align completely with our predictions. We conclude by calling for further socio-cognitively informed research that investigates multiglossic situations where languages/ language varieties complement or compete with each other.
... It is very difficult to define it because it implies many things and there are several variables that may impact the individual's motivation. As Gardner (2006) states "Motivation is a very complex phenomenon with many facets...Thus, it is not possible to give a simple definition" p.242. This is because the term motivation has been viewed differently by different schools of thought. ...
Abstract
The main purpose behind conducting this present study is to explore the attitudes and motivations of the students towards the use of English as a medium of instruction in Algerian higher education context.
To achieve this aim, the present research adopted a quantitative method in which a questionnaire was administered to fifty (50) first year medical students at the University of Bejaia enrolled for the academic year 2022/2023.
The findings of this study revealed that students have very positive attitudes towards using English as a medium of instruction at university. Moreover, students were found to feel extremely motivated and ready to study their content subjects in English and to start learning at least one or two subjects in English in their next semester. Furthermore, findings revealed that students have limited proficiency in English, and need to attend language training courses in English in order to improve their skills and enhance their proficiency in English before shifting to English-medium studies.
On the basis of these findings, this study suggests some pedagogical implications for teachers, students, and mainly policy makers in order to efficiently introduce English as a medium of instruction in Algerian universities.
Key words: Algerian universities, attitudes, English as a medium of instruction, higher education, motivations
... Negative attitudes may stem from factors such as lack of interest, perceived difficulty, or a sense of inadequacy in using English. These attitudes can lead to disengagement, reduced motivation, and reluctance to invest time and effort in improving language skills, which in turn affects the development of academic literacy (Gardner, 2006;Kim, 2019). ...
The relationship between code-switching, attitude towards English, and students’ academic performance is complex and context-dependent. To address this, the current study employed a concurrent nested mixed-method approach and investigated the relationship between Grade 10 students' attitudes towards the English language, frequency of code-switching, and academic performance. Sixty students participated in the quantitative portion, and five students took part in a focus group discussion for the qualitative portion. Data were collected using an adapted version of Bernice Anoykes’ questionnaire on Attitudes and Motivation and were analyzed using descriptive statistics and regression analysis. The qualitative responses of the participants were analyzed and organized into categories and themes. Results showed that the students had a moderately favorable attitude towards the English language, a high frequency of code-switching, and were approaching a proficient level in their English academic performance. The study also found that attitudes towards English and the frequency of code-switching significantly influenced their academic performance in English. Remarkably, the participants perceived their attitude towards the English language as a hindrance to learning, expressing apprehension about potential embarrassment and language anxiety. Conversely, they also regarded it as an avenue for career advancement, recognizing its potential for employment opportunities, access to knowledge, and the development of academic literacy. These findings offer important information for teachers and language learners, emphasizing the impact of attitudes towards the English and code-switching on academic achievement. The study suggests that educators promote positive attitudes, authentic language practice, and targeted instruction to enhance language learners’ proficiency and academic success in English.
... Affective variables such as motivation, attitude, perceived competence, anxiety, or grit, for example, are significant predictors of L2 communicative proficiency or performance (Lee & Hsieh, 2019). Since Gardner & Lambert, 1959 seminal study on motivational variables in second language acquisition, numerous scholars have identified L2 motivation as one of the most important variables for sustaining and developing L2 learning, and, consequently, attaining high L2 proficiency (e.g., Alamer & Alrabai, 2022;Dörnyei, 2005Dörnyei, , 2009Dornyei & Ryan, 2015;Gardner, 2010;Hashimoto, 2002). Khodadady & Khajavy, 2013 also confirmed that motivated L2 learners are likelier to have pleasant L2 learning experiences and sustain their L2 learning even in the face of challenging situations than those who are not motivated. ...
A R T I C L E I N F O Keywords: Anxiety Competence Language mindset Motivation Non-recursive path analysis Proficiency Vicious cycle of language anxiety A B S T R A C T From a socio-psychological perspective, learners with high second language (L2) learning anxiety are likely to avoid using L2, missing substantial L2 learning opportunities to improve their L2 competence, which would result in negatively impacting their L2 anxiety, forming a circulation process, also known as "vicious cycle of language anxiety" (Lou & Noels, 2020a). In this study, we explored the reciprocal relationship between self-perceived language competence, language anxiety, and language proficiency using two structural models applied to second language learning settings by recruiting 270 undergraduate students learning English as their foreign language, and building a recursive (i.e., a structural equation model) and a non-recursive (i.e., a path analysis with a feedback loop) structural models to investigate how to end the cycle of anxiety. Evidently, we found that there existed a reciprocal relationship between these factors, and building a growth language mindset, previous proficiency, and motivation would alleviate the "vicious cycle of language anxiety" in light of the results from the non-recursive path analysis model. Our findings are a major step forward from prior suggestions of piecemeal solutions that only partially affect a cyclical element to eventually break this so-called vicious cycle, such as fostering learners' growth mindset to mitigate their anxiety.
... This shows that they want to learn English due to practical reasons which can give them some benefits in return or it closely deals with what motivate them to acquire this English language in the first place. As Gardner (2006) highlighted, motivation is an essential factor in second language acquisition. Gardner and Lambert (1972)"s theory of motivation describes two types of motivation; integrative and instrumental, whereby the former police trainees in this study are more inclined towards the second which it involves behaviour with the purpose of avoiding punishment or getting particular rewards or reinforcement. ...
The research was to investigate the needs of the former police trainees at a local police training centre (PULAPOL) in Kuala Lumpur for the English course under the Basic Police Training Program (PLAK) in helping their policing tasks on the ground. This was a mixed-method study, employing both needs analysis survey and semi-structured interview as the instruments and were developed based on Hutchinson and Waters (1987)’s Target Needs focusing on Lacks, Wants and Necessities. This study involved 183 former police trainees who used to undergo police training at PULAPOL Kuala Lumpur before; Cadet Police Inspector (CP1) series one (1) and series two (2) 2019 who are now serving as the Inspector Officers (IOs) at various Royal Malaysia Police (RMP) departments nationwide. There were three main findings in this study; firstly, the former police trainees’ Necessities for the English course at PULAPOL were to perform their policing tasks on the ground and to speak with English-speaking clients when solving their problems. Secondly, their Lacks of knowledge in police terminology, grammar and speaking confidence limited their performance in the English course. In terms of Wants, they wished to learn all the English skills equally, but rejected the grammar teaching per say. The outcome of this study will aid the English coordinators at PULAPOL in revising the existing English course and developing a police-based English syllabus or English for Police Purposes (EPP) in accordance with the target needs of the police trainees.
... In terms of feedback language/gestures, the researchers also remind teachers to use positive, constructive and non-judgmental language and/or gestures even when addressing areas that need improvement because the language teachers use and the actions they do have the ability to lift students up or break them down; that is why teachers should be careful and selective in the language they use to give feedback. Gardner (2010) defines language learning motivation as the blending of desire, effort, and enjoyment to learn a language. Motivation in general is responsible for why people decide to do something, how long they are willing to sustain the activity and how hard they are going to pursue it (Dornyei, 2000). ...
Feedback is claimed to be a great contributor to learners’ academic achievements. However, in real-life classrooms, teachers’ feedback-giving practices do not always match learners’ expectations, resulting in adverse effects on learners. This study investigates the frequency, the timing, the manners that the teachers of English majors at Nguyen Tat Thanh University (EFL teachers at NTTU henceforth) delivered feedback on their students’ oral performance, their feedback contents and the influence of their feedback-giving practices on the students’ learning motivation and language achievements. The study adopted a mixed methods research design. The quantitative data were collected from the observation with 10 classes delivered by 10 EFL teachers at NTTU and from the interviews with 30 students attending the 10 classes observed with 3 students per class. The interviews also provided targeted qualitative data. The findings show that not all the teachers recognized the importance of feedback. Some ignored or gave insufficient feedback during teacher-student interactions. In some cases, the teachers’ feedback was too general to help students make any improvements in their performance. Some even provided feedback in a way that negatively influenced the students’ psychology and learning motivation. The findings also reveal the students’ expectations for frequent, timely, constructive feedback given in encouraging manners. The study finally makes some recommendations regarding feedback giving for NTTU teachers.
... Of all the factors that aid in language learning, motivation remains one of the most important (Dörnyei et al., 2006;Gardner, 2010). If motivation is high, it leads to a larger number of strategies being employed and more time allocated by the learner along with his/ her aptitude, leading to the maximization of his/ her learning potential. ...
ESP has been enriched by many theoretical inputs, but ESP itself does not have any universally accepted theory. From primary to tertiary, second/ foreign language English teaching/ learning depends on the motivation and attitude toward the target language. The present article outlines the theoretical foundation of an English for Specific Purpose (ESP) writing course, which was designed, implemented and assessed to enhance the proficiency of English writing skills of engineering students in six colleges under MAKAUT in West Bengal. India tops the world in terms of the number of engineering students and colleges. To meet engineering students' academic and workplace writing needs, the most important requirement is a writing course. Implementing the ESP course required multi-dimensional theoretical considerations drawn from areas like ESP, needs analysis, theories of language and language learning, syllabus design, motivation and attitude, and writing as a language skill. In this study, the theoretical underpinnings applied in classroom teaching related to enhancing motivation and improving attitude are discussed. The difference in the mean, median and mode scores with regards to pre and post writing tests and highly positive student feedback on materials, methodology, techniques, and sub components of writing skill indicated a significant improvement and established the efficacy of such an eclectic approach, which can be used in subsequent ESP course designs.
... Despite its educational system being multilingual, no L2 motivation study has dealt with multiple language learning motivation using Dornyei's (2005Dornyei's ( , 2009) L2MSS as a theoretical framework in Burundi to date however. The scant available literature (e.g., Bigirimana, 2018;Irakoze, 2015) focused on language attitudes and was mainly influenced by Gardner's (1985Gardner's ( , 2006 socio-educational theory of SLA. In brief, respondents in these studies reported to have more positive attitudes towards English (L3) to the detriment of both French and Kiswahili. ...
The present study compares the motivation of Burundi junior high school students from urban and rural settings to learn L2 French and L3 English, mainly focusing on Dörnyei’s (2005, 2009) L2 Motivational Self System. A total of 348 (grade 7 through 9) pupils participated in the present study which used a 40-item questionnaire to collect the data. The results indicated that the students from both learning contexts have distinct motivational dispositions for learning both French and English. French is more popular among rural school learners while English enjoys more popularity among urban school students. Moreover, region-specific differences were found in the participants with learners from rural schools exhibiting more positive motivation to learn both languages than their urban counterparts. The results also revealed that, independent of the region, L2 learning experience and ideal L2 self were the two variables that respectively predicted most the students’ intended effort to learn each target language. One region and language-related difference was that the variable of international posture emerged as a significant contributor to the students’ intended language learning effort only among urban school learners uniquely in relation to their English learning. In the light of the results of this study, pedagogical implications are provided.
Students act according to their beliefs and mindsets.
Being aware of such individual differences can help L2
teachers make sound and evidence-based educational decisions.
Having said this, the purpose of the current study
was to explore the relationship among language mindset,
language proficiency, and anxiety through a path analysis
in an EFL context at different proficiency levels. The study
involved 500 Iranian English learners in six private language
institutes. The instruments used were a modified version of
the language mindset, foreign language anxiety, and selfreported
proficiency. The path-analytic results revealed
that the model with the three variables enjoyed a good fit,
confirming an interrelationship among L2 language mindset,
anxiety, and proficiency. Furthermore, the study also
reported a significant relationship between mindset, anxiety,
and language proficiency. Negative attitudes towards learning
a foreign language, such as fear of negative evaluation,
bad experiences in the classroom, and students’ beliefs about
their abilities, have a significant association with L2 anxiety.
In addition, students with higher levels of proficiency
have more positive mindsets and experience less anxiety
than their counterparts. We discuss the implications of these
findings for EFL learners and teachers
The current study aims at investigating the two most important social psychological variables: the motivation and attitudes in learning English towards a different level of education. A random sample of 170 students studying English in primary, secondary, and higher education was surveyed using the Attitude Motivation Test Battery. The 4 domains used to achieve the aim of the study were: (1) attitudes toward learning English as a foreign language (2) motivational intensity, (3) degree of integrativeness, and (4) degree of instrumentality. The findings show that the students have positive attitudes and high motivation for learning the English language. In addition, the data on the students' motivation demonstrates a positive orientation towards learning English in both integrative and instrumental factors, while their instrumental motivation slightly outpaces their integrative motivation. It is found that instrumental motives are regarded as the key basis of the students' attitudes toward learning English. The study, on the other hand, reveals a positive correlation between attitudes and motivation in total.
Abstract: Motivation is one of the most important factors in language acquisition. This study is devised to
determine the motivational orientations of medical and dentistry students at Khyber Medical University (KMU)
in English language learning. In this cross- descriptive study, 200 students of the dentistry and medical colleges
at Peshawar were chosen by census sampling method. Gardner’s method of integrative and instrumental
motivation scale was used for data gathering, which adopt likert's 5 points scale ranging from strongly disagree
(1) to disagree (2), neutral (3), agree (4) and strongly agree (5). The questions from 1-12 indicated the integrative
and 13-25 indicated the instrumental motivation. Two open ended questions were included to measure language
self efficacy of the students to rate their own English proficiency level and elicit qualitative information to see
whether there has been any change in the level of their motivation. The data were analyzed, using SPSS14, t test
and Chi square: The results indicated that the students were highly motivated to learn English and there were no
statistically significant differences on instrumental versus integrative motivational orientations of these students
(p=0.07). This study indicated high motivation for learning English among the medical and dentistry students at
KMU. Considering the importance of learning English for the students, language teachers and program
developers should assist the students and plan better and comprehensive programs for teaching English at the
university level which would include involving the students in the actual use of the English language.”
ภูมิหลังและวัตถุประสงค์: การเรียนรู้ภาษาอังกฤษมุ่งหวังให้นักเรียนสามารถใช้ภาษาอังกฤษในการสื่อสาร แสวงหาความรู้และศึกษาต่อในระดับที่สูงขึ้น แต่พื้นฐานความรู้และความถนัดที่แตกต่างกันเป็นปัจจัยสำคัญที่ทำให้นักเรียนมีความสามารถและทักษะทางภาษาอังกฤษต่างกัน ซึ่งส่งผลต่อผลสัมฤทธิ์ทางการเรียนภาษาอังกฤษ บทความวิจัยมีวัตถุประสงค์เพื่อ (1) ศึกษาระดับปัจจัยที่มีความสัมพันธ์กับผลสัมฤทธิ์ทางการเรียนวิชาภาษาอังกฤษของนักเรียนชั้นมัธยมศึกษาปีที่ 5 และ (2) เปรียบเทียบปัจจัยที่มีความสัมพันธ์กับผลสัมฤทธิ์ทางการเรียนวิชาภาษาอังกฤษระหว่างแผนการเรียนของนักเรียนชั้นมัธยมศึกษาปีที่ 5 ระเบียบวิธีการวิจัย: กลุ่มตัวอย่างที่ใช้ในการวิจัย คือ นักเรียนชั้นมัธยมศึกษาปีที่ 5 โรงเรียนสังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษากรุงเทพมหานคร เขต 1 จำนวน 636 คน โดยใช้การสุ่มแบบหลายขั้นตอน เครื่องมือที่ใช้ในการวิจัย คือ แบบสอบถาม ซึ่งมีค่าความเที่ยง เท่ากับ 0.97 วิเคราะห์ข้อมูลด้วยการวิเคราะห์ความแปรปรวนพหุทางเดียว ผลการวิจัย: (1) ผลการศึกษาระดับปัจจัยที่มีความสัมพันธ์กับผลสัมฤทธิ์ทางการเรียนวิชาภาษาอังกฤษของนักเรียนชั้นมัธยมศึกษาปีที่ 5 พบว่า ความรู้พื้นฐานเดิม มีค่าเฉลี่ยเท่ากับ 71.98 แรงจูงใจใฝ่สัมฤทธิ์ต่อการเรียนภาษาอังกฤษ มีค่าเฉลี่ยเท่ากับ 4.16 คุณภาพการสอนของครู มีค่าเฉลี่ยเท่ากับ 4.03 บรรยากาศในการเรียนรู้ มีค่าเฉลี่ยเท่ากับ 3.84 นิสัยทางการเรียน มีค่าเฉลี่ยเท่ากับ 3.47 เจตคติต่อการเรียนวิชาภาษาอังกฤษ มีค่าเฉลี่ยเท่ากับ 3.20 และความสัมพันธ์ในครอบครัว มีค่าเฉลี่ยเท่ากับ 3.12 ตามลำดับ และ (2) ผลการเปรียบเทียบปัจจัยที่มีความสัมพันธ์กับผลสัมฤทธิ์ทางการเรียนวิชาภาษาอังกฤษระหว่างแผนการเรียนของนักเรียนชั้นมัธยมศึกษาปีที่ 5 พบว่า เจตคติต่อการเรียนวิชาภาษาอังกฤษ นิสัยทางการเรียน คุณภาพการสอนของครู บรรยากาศในการเรียนรู้ ความรู้พื้นฐานเดิม มีความแตกต่างกันระหว่างแผนการเรียนที่ระดับนัยสำคัญ .05 ส่วนแรงจูงใจใฝ่สัมฤทธิ์ต่อการเรียนภาษาอังกฤษและความสัมพันธ์ในครอบครัวไม่พบความแตกต่างกันระหว่างแผนการเรียน สรุปผล: ผลการวิจัยชี้ให้เห็นอิทธิพลที่สำคัญของปัจจัยต่างๆ ต่อผลสัมฤทธิ์ทางการเรียนภาษาอังกฤษของนักเรียนชั้นมัธยมศึกษาปีที่ 5 โดยความรู้เดิมถือเป็นปัจจัยกำหนดที่สำคัญที่สุด นอกจากนี้ การเปรียบเทียบระหว่างแผนการศึกษาเผยให้เห็นถึงความแปรผันที่น่าสังเกตในปัจจัยเฉพาะ ซึ่งบ่งชี้ถึงความสำคัญของการพิจารณาแง่มุมที่หลากหลายสำหรับการแทรกแซงแบบกำหนดเป้าหมาย การค้นพบนี้มีส่วนช่วยให้นักการศึกษาและผู้กำหนดนโยบายได้รับข้อมูลเชิงลึกที่มีคุณค่า โดยมุ่งหวังที่จะปรับปรุงผลลัพธ์ด้านการศึกษาภาษาอังกฤษโดยคำนึงถึงอิทธิพลซึ่งกันและกันของแต่ละองค์ประกอบและบริบท
This research aims to explore the factors that influence the motivation and demotivation of third-country-born North Korean defectors in their English learning experiences, both before and after settling in South Korea. Motigraph and semi-structured interviews were conducted with two third-country-born North Korean defectors, and the transcribed interviews were analyzed based on Grounded theory. Overall, motivation to learn English significantly increased after settlement in South Korea. Prior to settlement, factors such as accessible or easy English classes and the aspiration to enter middle school positively impacted motivation, whereas memorization-oriented teaching methods decreased English learning motivation. Post-settlement, specific learning goals such as employment or university entrance, teacher encouragement, and comparison with South Korean students, emerged as motivating factors. However, challenges such as learning English grammar and difficulties with English language acquisition in a Korean-speaking environment made learning English difficult. Finally, we discussed strategies to assist third-country-born North Korean defectors in adapting to English education after settling in South Korea, focusing on practical and educational support.
This study investigates the interplay of attitude, learning environment, motivation, technological adaptability, and self-confidence with English language proficiency, leveraging artificial intelligence (AI) tools within the context of the Business Education 4.0 era among university students in Bangladesh. Methodologically, a quantitative approach was employed, embracing positivism. A stratified random sampling technique was applied, yielding a sample of 433 university students from five universities who are currently studying at the Department of Business Administration in Dhaka, Bangladesh. Structured surveys were used to collect data from the respondents. To analyze the data, SPSS V.25 was used. Findings reveal a significant positive association between a learning environment and English language proficiency. Technological adaptability, facilitated by AI, positively influences language skills. Self-confidence plays a crucial role, aligning with Bandura's Social Cognitive Theory.
English-medium instruction (EMI) has become a key aspect of internationalisation agendas in higher education, which are also increasingly promoting cosmopolitanism and global citizenship. Within EMI programmes, however, lecturers' non-native English accents can pose challenges for students' content understanding and influence their evaluations of lecturers and education quality. Motivation, whether instrumental or integrative, can also be crucial for EMI and students' (language) learning. Despite this, limited attention has been given to how students' cosmopolitan and motivation orientations may shape their attitudes towards English accents used in EMI. This quantitative exploratory study, conducted at a university of applied sciences in the Netherlands, therefore aimed to gain insights into 1225 students' attitudes towards Dutch-English and standard English accents in EMI, and the potential predictors of these attitudes. The findings revealed that students had more positive attitudes towards standard English accents, but those with higher cosmopolitan orientations also had more positive attitudes towards Dutch-English accents. To further investigate these attitudes and understand changes in students' motivation and cosmopolitan orientations, future studies should employ longitudinal and mixed-methods research designs. The findings from such research, along with this study, can guide higher education institutions in adjusting their policies to create more meaningful and inclusive EMI experiences.
This article explores various strategies aimed at enhancing English language acquisition in classroom settings. Recognizing the importance of effective language instruction, the study delves into innovative methodologies and approaches to cater to diverse learning styles. The authors emphasize the significance of creating an immersive linguistic environment that fosters both spoken and written proficiency. The research evaluates the impact of incorporating technology as a tool to augment language learning experiences. Utilizing multimedia resources, online platforms, and interactive applications, the study examines how these digital elements can engage students and reinforce language skills. Additionally, the article addresses the integration of cultural components into language lessons, emphasizing the role of cultural context in language comprehension and expression. Furthermore, the authors investigate the effectiveness of collaborative learning techniques in language acquisition. Group activities, peer interactions, and communicative exercises are explored as means to encourage active participation and enhance language retention. The study also scrutinizes the role of feedback mechanisms in shaping language development, emphasizing timely and constructive feedback as a pivotal element in the learning process. In conclusion, this article provides valuable insights into strategies for effective English language acquisition within classroom settings. By blending technological tools, cultural elements, collaborative activities, and feedback mechanisms, educators can create dynamic learning environments that cater to the diverse needs of students. The findings contribute to the ongoing discourse on optimizing language instruction methods and offer practical implications for educators seeking to enrich the English language learning experience
The aim of this study is to investigate undergraduate students' motivation toward learning English as a Foreign Language (FL). The population of the study was (943) undergraduate students at the Faculty of Science at Azzaytuna University during the spring semester of 2017. A sample of (100) students was selected randomly to complete a questionnaire reflecting their motivation for learning English. The data collected was analyzed by using some statistical methods such as arithmetic mean, standard deviation, T-Test and One-Way ANOVA Test. The results revealed that around 77% students are highly motivated. They have positive motivation towards learning English as a Foreign Language. They emphasized that the high motivation level is an important element in English language learning process. In the same perspective, the findings showed significant statistical differences amongst students' motivation level towards learning English language according to their field of study.
Introduction: The acquisition of a second language has consistently emerged as a fundamental concern among students globally, paralleled by the enduring significance of motivation for second language learning. The primary objective of this study was to examine the intricate interplay between the motivational dimensions of the L2 self-system, encompassing the ideal L2 self, ought-to L2 self, and L2 learning experience, and their potential impact on the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. By exploring the correlation between these specific motivational factors and the learners’ test performance, the study shed light on the nuanced dynamics and significance of these motivational constructs within Iran’s distinct cultural and educational context. Methodology: A descriptive correlational study was explicitly devised to ascertain the correlation between the L2 motivational self-system and the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. A total of 150 students, encompassing both males and females, aged between 18 and 29 years, representing various academic disciplines, participated in this study. Ryan’s (2009) Motivational Factors Questionnaire was administered among the participants. The study involved the analysis of 21 items pertaining to ought-to L2 self, ideal L2 self, and L2 learning experience. Results: Adopting multiple regression analysis, it was indicated that the ideal L2 self and L2 learning experience were noteworthy predictors significantly impacting the attainment test scores. However, ought-to L2 self could not significantly predict the attainment test scores. Conclusion: By virtue of the valuable implications engendered by the findings of this study, they confer upon L2 pedagogy a distinctive advantage, empowering instructors with the capacity to promote the students’ ideal L2 self-concept, thereby optimizing their learning experience.
The L2 motivational self system developed by Dörnyei (2005, 2009) was employed, modified, and developed in order to support the model as an integrative framework: the ideal L2 self, the ought-to L2 self, L2 learning experience, the affective individual variable emotions, and the cognitive individual variable self-efficacy. Dörnyei (2005, 2009) posited that L2 motivation may be shaped by L2 learners’ interactions with the learners’ selves in relation to their immediate learning environment. Although anxiety has been investigated in L2 motivation research, there have been relatively few studies with a focus on individual variables, including emotions and writing self-efficacy, related to L2 motivation. This paper aims to develop an expanded model of the L2 motivational self system, integrating individual variables, including writing self-efficacy and various emotions, such as anxiety, to refine the concept and validate the model in a particular learning situation, e.g., a technology-enhanced learning environment for L2 writing.
effectiveness of using motivational strategies on the motivation of
university student in English class
Foreign language teaching at university level is faced with new challenges, in addition to the old and persistent ones. Students are now more eager to finish their syllables within shorter spans to access economic benefits (Norton and De Costa, 2018). Universities are facing economic strains that can contribute to undermining quality as private higher education institutions opt for mediocre faculty in profit driven schemes (Greenberg, 2022). In addition, the emergence of the powerful AI language model Chat GBT is adding more complexity to the higher education situation. Another challenge is associated with the promotion and indiscriminate use of the Content and Language Integrated Learning approach (CLIL), which is consequently leading to submersion situations and impacting EFL learners with incompatible foreign language competency levels, consequently defying its purpose and objective (Thompson & McKinley, 2018). In addition, the Communicative Language Approach (CLA) and immersion programmes (Magnan & Lafford, 2012) that are applied outside English native language (ENL) contexts are not tailored to the foreign language context or the required duration of the endeavor and thus becoming major contributors to the EFL challenges at university by yielding unsatisfactory results. The paper scrutinizes the challenges that face Foreign Language Teaching at University and the approaches that are applied, drawing data-based comparisons from tutors and learners' perspectives as well as assessment results in mixed method approach and argues that the teaching of the foreign language has to foster comprehension through prioritizing adequate language support (ALS), even when CLIL or CLA are applied. Only when comprehension transpires, students avoid the seductions of technology, incomprehensible parroting and rushed learning, and devote time to produce quality foreign language content.
Willingness to communicate (WTC) is emerging as a concept to account for individuals’ first language (L1) and second language (L2) communication. This study examined relations among L2 learning and L2 communication variables in the Japanese English as a foreign language context using the WTC model and the socioeducational model as a framework. A L2 communication model was constructed and tested using AMOS version 4.0, with a sample of 297 Japanese university students. In the model, a latent variable, international posture, was hypothesized to capture the general attitude toward the international community and foreign language learning in Japan. From structural equation modeling, it appeared that international posture influences motivation, which, in turn, influences proficiency in English. Motivation affected self-confidence in L2 communication which led to willingness to communicate in a L2. In addition to this indirect path, a direct path from international posture to WTC in a L2 was significant. The model’s fitness to the data was good, which indicates the potential for using the WTC and other constructs to account for L2 communication.
The interactions of alpha(2)-adrenoceptor agonists with anaesthetics, analgesics and local anaesthetics are not only of practical importance in many areas of anaesthesia and pain therapy, but also of significant theoretical interest. Laboratory investigations and animal research allow us to study the pharmacological mechanisms of these drug interactions by using the tools of molecular biology. This may lead to the establishment of a scientific basis allowing the definition of rational drug therapies. In the first part of this overview, recent data on local anaesthetic effects of alpha(2)-adrenoceptor agonists on peripheral nerve conduction and their interaction with local anaesthetics are presented. Some important experimental work focusing on additive and synergistic spinal interactions of alpha(2)-adrenoceptor agonists with opioids and some other agents are then discussed. Finally, there is a brief reference to the central role of the spinal cord in mediating and controlling nociception.