Classroom Activities and Student Motivation in Learning an English Subject: A Case Study at a Public Secondary School in Cambodia

Bon, Saban; Sorn, Tive; Mon, Mab; Muon, Mon; Mon, Malis

doi:10.22515/elereviews.v2i2.5562

Cited by 3 publications

(2 citation statements)

References 25 publications

(64 reference statements)

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“…Kondisi yang tepat seperti adanya unsur "fun" bisa meningkatkan rasa percaya diri dan motivasi seseorang dalam belajar bahasa asing di dalam kelas. Oleh karena itu, guru sebaiknya mampu menciptakan suasana belajar yang "fun" dan mengurangi aktivitas mekanis (seperti instruksi, hafalan, dan tes) yang bisa mengurangi keterlibatan (engagement) siswa dalam kelas (Bon & Mon, 2022).…”

Section: Pendahuluanunclassified

The application of positive psychology in English learning for students of MTsN 3 Sleman

Faraz,

Anisa,

Ramadhani

2024

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This community service (PkM) aims to introduce the concept of Positive Psychology (PP) theory into English learning classroom to junior high school students. The method used is through direct teaching and training in the classroom over the course of four meetings. The teaching is carried out in several sessions consisting of material delivery on psychological factors of learning, easy steps to write, the application of positive psychology in relation to learning English, and the theory of writing in English. The teaching series was attended by grade 8 students at MTsN 3 Sleman whose English language skills were relatively low. The result obtained from this community service is that students can apply positive psychology theory in classroom by writing a gratitude journal as the main outcome.

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Section: Pendahuluanunclassified

The application of positive psychology in English learning for students of MTsN 3 Sleman

Faraz,

Anisa,

Ramadhani

2024

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“…Motivation is one of the most essential components of scaffolding (Sor et al, 2022). It can be defined as the internal motivation to carry out a certain action (Bon et al 2022). Students find learning a language easier when they are eager to study, as it enables them to complete half of the learning process (Em & Khampirat, 2024).…”

Section: Effective Scaffolding Strategies In Language Learningmentioning

confidence: 99%

Enhancing English language learning in Cambodia: Exploring scaffolding strategies in mixed-ability classes

Chea,

Kuon

2024

Journal.CJESS

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Teaching mixed-ability English language classes has presented many challenges for teachers to deal with. That said, scaffolding strategies have been recognized for their potential to assist teachers in overcoming such challenges. The current study thus attempts to review the various challenges the teachers encountered in teaching mixed-ability English classes and scaffolding strategies that teachers could adopt to deal with those challenges. The study also aims to review the challenges teachers face when adopting scaffolding strategies. The study clarifies the importance of raising teachers' awareness and readiness to work in mixed-ability English language class settings to reduce the number of students' low learning achievements in lower grade levels and, consequently, to pioneer for higher grade levels. Moreover, teachers could use the results to equip them with the necessary skills to tackle challenges in such classes. The study also contributes to further research on the effects of scaffolding strategies on student performance in the context of Cambodia. Furthermore, the study serves as a useful reference for future research and motivates academics to carry out additional research in the field, particularly among Cambodians, to determine the effects of scaffolding strategies on boosting students' performances and discover a deterrent solution to mixed-level classes. Finally, researchers may conduct future studies using different designs to explore various aspects of scaffolding activities for learning and teaching in Cambodia.

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Relationship of Intrinsic and Extrinsic Factors Motivating EFL Students toward Learning English: A Case Study of the National University of Battambang

Chhor,

Sek,

Norng

et al. 2024

Preprint

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The study aims to (1) investigate the level of motivation of intrinsic and extrinsic factors of EFL students toward learning English; (2) examine students’ perceptions of intrinsic and extrinsic factors of EFL students toward learning English; and (3) explore the statistically significant difference between intrinsic and extrinsic factors of EFL students toward learning English by gender. This study used a qualitative method to examine these motivations, with a specific focus on intrinsic and extrinsic factors. The study involved 200 participants from the EFL student population at the National University of Battambang, with 29 students from year 1, 65 from year 2, 76 from year 3, and 30 from year 4. Among the 200 participants, 41 were male and 159 were female. The participants were aged between 18–22 years (159 students), 23–25 years (35 students), and above 25 years (6 students). The questionnaire, adapted from other studies, comprises 21 items divided into two parts. The first part consisted of 6 questions related to intrinsic motivators, whereas the second part included 15 questions related to extrinsic motivators. The extrinsic motivators were further divided into three parts: extrinsic impacts affecting the learning environment (5 questions), extrinsic motivation toward the instructor (6 questions), and extrinsic motivation according to parental influences (4 questions). The findings revealed that both intrinsic and extrinsic motivations had an impact on students' motivation to learn English at the National University of Battambang (NUBB).

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Classroom Activities and Student Motivation in Learning an English Subject: A Case Study at a Public Secondary School in Cambodia

Cited by 3 publications

References 25 publications

The application of positive psychology in English learning for students of MTsN 3 Sleman

The application of positive psychology in English learning for students of MTsN 3 Sleman

Enhancing English language learning in Cambodia: Exploring scaffolding strategies in mixed-ability classes

Relationship of Intrinsic and Extrinsic Factors Motivating EFL Students toward Learning English: A Case Study of the National University of Battambang

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