An Analysis of Learners’ Motivation and Attitudes toward Learning English Language at Tertiary Level in Turkish EFL Context

Genç, Zübeyde Sinem; Aydin, Fulya

doi:10.5539/elt.v10n4p35

Cited by 29 publications

(29 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Motivation is regarded as one of the prime factors that influence the speed and amount of success of foreign language learners. Genc & Aydin (2017) reported that motivation is of the most important components affecting language acquisition. It's contributed to learners' attitudes and it should be kept in mind in the learning process Kitjaroonchai & Kitjaroonchai (2012) found out that there is a significant positive relation between students' learning motivation and their academic achievement.…”

Section: Introductionmentioning

confidence: 99%

English Learning Motivation and Speaking Ability

Menggo¹

2018

JPAI

View full text Add to dashboard Cite

A B S T R A C TThe aim of communicative language teaching is enable learners to communicate in the target language. A learner is sued to perform the micro and macro components in each utterance produced. Consequently, students need to know the linguistics forms, meanings and functions of that target language. They need to know that many different forms can be used to perform a function and also that single form can often serve a variety of functions. Students must be able to choose from among these the most appropriate form, given the social context and manage the process of negotiating meaning with their interlocutors. However, knowing learner's English learning motivation is an urgent variable to be considered in creating conducive atmosphere classroom which will raise the learners to do more toward speaking achievement. The aim of this study is to know and describe the English learning motivation affecting students' speaking ability of 48 students of XI grade of science program at catholic senior of Saint Ignasius Loyola Labuan Bajo, West Flores, Indonesia. Correlation design with purposive procedure applied in this research. Data were collected through questionnaire, interview, and students' speaking document. Result shows that motivation is significantly affecting students' speaking ability.

show abstract

Section: Introductionmentioning

confidence: 99%

English Learning Motivation and Speaking Ability

Menggo¹

2018

JPAI

View full text Add to dashboard Cite

show abstract

“…Indeed, unlike earlier research with secondary school students in Turkey (Yetkin & Ekin, 2018), in this study the dominant component of the L2MSS for Turkish sixth graders was ideal L2 self. Thus, we suggest that it is more likely for younger Turkish students to shift toward a more individualistic lifestyle and understanding given that most of the previous studies in L2 motivation in Turkey were conducted with university students (Altıner, 2018; Bektaş‐Çetinkaya & Oruç, 2010; Genç & Aydın, 2017; Şakiroğlu & Dikilitaş, 2012; Thompson & Erdil‐Moody, 2014).…”

Section: Discussionmentioning

confidence: 90%

Second language motivational self system of sixth graders in Turkey: A correlational study

Arslan

Çiftçi

2021

TESOL Journal

View full text Add to dashboard Cite

Investigating the foreign and second language (L2) motivational self system (L2MSS) of Turkish sixth graders, this study reports relationships among three components (ideal L2 self, ought‐to L2 self, and L2 learning experience) of the L2MSS and the variables of school type (public and private), gender, and intended effort. Data were collected from 170 students in two public and two private secondary schools in northwestern Turkey through a questionnaire. The results of correlation analysis indicate a strong positive correlation between ideal L2 self and L2 learning experience, and the variables of school type and gender did not make a difference. Intended effort was found to have a strong positive correlation with these L2MSS components. The results of multiple regression analysis provide further evidence for especially intended effort as a significant predictor of L2MSS, whereas the school type and gender did not contribute to the system. The major implications of the study and future research possibilities are discussed.

show abstract

“…One of the conclusions that Genc and Aydın (2017) reached in their research is that female learners tend to demonstrate significantly more positive attitudes toward learning English languıage than male students do. Unlike this result, it is concluded in this research that female students are more demotivated than male students.…”

Section: Discussionmentioning

confidence: 97%

Turkish High School Students’ English Demotivation and Their Seeking for Remotivation: A Mixed Method Research

Akay¹

2017

ELT

View full text Add to dashboard Cite

Since Gardner introduced the importance of motivation on Language 2 learning, the concept has been accompanied with three more relevant concepts; amotivation, demotivation and remotivation. This paper mainly focused on high school students' de-motivation and remotivation in English. De-motivation is a set of factors which decreases the motivation level of the learners and re-motivation is an attempt to overcome those de-motivating factors. English learning-teaching process has been a problematic issue for a long time in Turkey. While there are researches focusing on the de-motivating factors in many countries, such a research for Turkish high school students has not been found. This research aimed to fill this research gap and to determine the English demotivation level of the students and the demotivating factors for them and to put forth suggestions to re-motivate the learners. An explanatory design was used as a mixed method research design. The sample was constituted of 579 students. Research results revealed that demotivation level of high school students in English is quite high, their motivation decreases most in high school period. Lack of interest in English, attitude of course teacher, classroom environment and course materials are among demotivating factors. In addition, the students request that, for remotivation, courses should be entertaining, technological tools should be utilized more and frequency of speaking activities should be increased.

show abstract

An Analysis of Learners’ Motivation and Attitudes toward Learning English Language at Tertiary Level in Turkish EFL Context

Cited by 29 publications

References 17 publications

English Learning Motivation and Speaking Ability

English Learning Motivation and Speaking Ability

Second language motivational self system of sixth graders in Turkey: A correlational study

Turkish High School Students’ English Demotivation and Their Seeking for Remotivation: A Mixed Method Research

Contact Info

Product

Resources

About