Motivation is one of the prerequisites in Japanese learning. A student who excels, but does not have enough motivation, will definitely not achieve the results as expected. This study is conducted to explore the three phases of motivation in the learning of Japanese language as a foreign language using the Model of Second Language Motivations (Dörnyei & Ottó, 1998). A quantitative survey consisting of 4 sections with items on the demographic profile and 39 items via Google Form using 5-Likert scales were used as the instruments. Questionnaires were answered by 255 students from three clusters; namely the clusters of Science and Technology, Arts and Humanities, and Business and Administration in a public university in Malaysia. Findings revealed that learners have the highest motivation during the actional stage as curiosity-driven has intrinsically motivated them to learn. Learners' initial motivation has reversed when they reached the actional stage due to their stress about the tests or examinations. However, learners' motivation bounce back during the post-actional stage and they are confident they will perform an excellent job on their assessments or assignments. This study reveals that instructors have a role to play to keep students motivated throughout the process of Japanese language learning. Further research can be done on preactional, actional and post actional stages by looking at the influence of external motivation by associating it with cognitive, affective, situational or circumstantial factors that will support and complement this study.
Over the last decade, online learning has grown significantly as the internet and education have merged to provide people with the possibility to learn new skills. Since the COVID-19 outbreak, online learning, or studying at home has become more centric in people's lives. The pandemic has caused schools, universities, and businesses to operate remotely, which has increased the use of online learning. Foreign language learning is also no exception. The purpose of this survey is to find out how students feel about learning from home. This research is based on Alderfer's ERG theory, which proposes three sets of essential needs: existence (E), relatedness (R), and growth (G). A quantitative survey which consists of four sections with 30 items and a 5-point Likert scale was employed. The survey had 109 responses. Findings revealed that learners feel a sense of existence, relatedness, and growth during studying from home. The learners also agreed that the advantages of learning from home outweigh the disadvantages.
<p>Mathematics is one of the fundamental subjects that contributes to Science, Technology, Engineering and Mathematics (STEM) careers since it plays a vital role in this Fourth Industrial Revolution. Due to that, this subject has been added in syllabus starting from primary school until university level and most of the students are taking mathematics but not limited to the students who are in the STEM area only. However, not all students particularly favour this subject since it requires problem solving skills as well as motivation to learn the subject matter. Therefore, the objective of this study was to investigate students’ motivation in learning Mathematics through Vrooms’ Theory. Quantitative method was used by distributing a set of questionnaires to 234 students in a public university in Malaysia. The instrument from the questionnaire consisted of three sections, a) affective components, b) expectancy components and c) value components with a total of 24 items. The findings revealed that students face anxiety while learning Mathematics and it could be motivating factors for the student to work even harder to perform in Mathematics. It was shown that their motivation towards learning Mathematics was influenced by how much value they placed on the outcome of the learning. This study can help educators to have a better understanding of students' learning motivation and provide continuous support to students. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0853/a.php" alt="Hit counter" /></p>
Research showed that learners faced negative and positive factors in learning a foreign language. The negativities may be the barrier for the students to succeed in the learning process. This research examines what makes the students stay in lectures and what elements could cause the students to quit. This research aims to investigate the motives/motivations that students encounter and whether these positive elements help the students overcome the fear and anxiety they face. This research adopted the quantitative approach. A survey is used as the instrument. A questionnaire with five sections on demography profile, motivation to learn, communication and apprehension, fear of negative evaluation, test anxiety was questioned by the students. Two hundred and twenty-one students from three disciplines in a public university in Malaysia participated in the questionnaire. The result shows that students do experience fear and anxiety during lectures. However, the desire to learn makes the students put in some effort to overcome the negative factors. When the desire to learn and the efforts are implemented in learning the Japanese language, students gradually feel comfortable and at ease when attending lectures. This research indicated that fun and interactive activities and an enjoyable lesson should be planned to assist students to overcome the negatives and succeed in mastering the language.
The speech act of complaints has often caught the attention of researchers in many perspectives. Most previous studies on complaints relied on discourse completion task (DCT) data, and some used ethnographically obtained data. Nowadays, with the widespread use of the Internet, many human affairs have also shifted to online, including complaints. However, there is still not much research done on complaint speech act in an online setting. Therefore, this study has utilized the data of complaints in the comments section on the Facebook page of Syarikat Air Selangor. A total of 74 complaints were obtained from 200 comments in the comments section on Air Selangor's Facebook page. Water consumers make complaints as a response to a notification of water supply disruptions in the Klang Valley. The data were analyzed using the framework introduced by Depraetere et al. (2020) and Decock & Depraetere (2018). The results showed that complainers preferred using only one and two components, namely the strategy of complaints and dissatisfaction or a combination of both. The results proved that the complainers employ more implicit complaint strategies and less explicit strategies. Although this study was conducted in an online setting, it was found that the complaints made were not too aggressive and did not use many harsh words. Most complaints only stop as far as component B, which is dissatisfaction and do not escalate further.
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