Factors Affecting Motivation in Language Learning

Rahman, Hamidah Abdul; Rajab, Azizah; Wahab, Shah Rollah Abdul; Nor, Faizah Mohd; Zakaria, Wan Zarina Wan; Badli, Mohd. Asyraf

doi:10.18178/ijiet.2017.7.7.927

Cited by 30 publications

(28 citation statements)

References 8 publications

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“…So teenage students of CPFS course are very self-motivated (m=3.98). The same result was found in the research conducted among the English language learners in Malaysia by Abdul Rahman et al (2017), where it was found that after teachers, students are their own motivators. Moreover, it was observed that 39% of students have been learning English for more than three years, while 13% students started learning the language less than a year ago.…”

Section: Discussionsupporting

confidence: 81%

Factors Influencing Teenager's Motivation in Learning English in Uzbekistan – A Case Study of Westminster International University in Tashkent, Pre-Foundation Course

Mamadaminova

Khadjikhanova

2021

EJFL

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Motivation carries a key role while learning a foreign language. Understanding the motivators and factors which impact students’ motivation would help to improve the quality of the lessons. Thus, this study aims to identify the main motivator in acquiring the English language among teenage students at the Pre-Foundation course of Westminster International University in Tashkent. The research also finds out general impressions of students towards their teachers, parents, and group mates at the course. Quantitative type of research was implemented. The questionnaire was designed and the teenage students of the Course for Pre-Foundation Studies were invited to complete online survey. The methodology of the study was adopted from Abdul Rahman H., et al (2017) and modified appropriately. According to the current study results, teachers are the motivators with prevalent influence on teenage students’ learning, whereas personal attitude and peers also had enormous impact in studying English language. The results of the research can be implied to develop or upgrade teaching methods and improve conditions at the educational centers, private or public secondary schools and lyceums. Article visualizations:<img src="/-counters-/edu_01/0895/a.php" alt="Hit counter" />

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Section: Discussionsupporting

confidence: 81%

Factors Influencing Teenager's Motivation in Learning English in Uzbekistan – A Case Study of Westminster International University in Tashkent, Pre-Foundation Course

Mamadaminova

Khadjikhanova

2021

EJFL

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“…The confidence to be persistent in the learning process tended to deteriorate when there were challenges either from teachers or from the 'boring' teaching methods. Hence, the literature has noted that teachers play a great role in managing or increasing students' interest in learning (Fowler and Şaraplı, 2010;Rahman et al, 2017), so it is essential that teachers become good models and prepare exciting teaching methods to do so.…”

Section: Discussionmentioning

confidence: 99%

“…Gorsuch (2011) pointed out that to improve students' speaking skills is by increasing meaningful language input by providing English-rich environments. Another study conducted by Rahman et al (2017) indicated that factors such as teachers, parents, and students' personal attitudes were confirmed in affecting students' motivation in language learning. Similarly, Ekiz and Kulmetov (2016) found that reinforcing the students' beliefs also motivated them to be in the form of aims in learning and future opportunities.…”

Section: Introductionmentioning

confidence: 99%

Learning objectives and environments: How do they affect students’ motivation in English language learning?

Senjahari

Desfitranita

Kustati³

2021

SiELE

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This study aims to unravel what foremost students learning objectives and expected learning environment as well as to investigate how these two aspects might affect learning motivation. Both quantitative and qualitative research approaches were applied, and the data were collected from questionnaires and interviews. The questionnaire was distributed to 122 students, and the interview session covered eight students. Data from the questionnaire showed that 64.5% of students responded to ‘always’ for future job opportunities, 43.4% for understanding journals, 36.9 for scholarly needs, 36.9% for English as a prestigious language, around 36.2% for becoming a lecturer, 29% for going abroad, and 28.1% for parents’ suggestion. Regarding the learning environments, it was discovered that 67.7% of students responded as ‘strongly agreed’ for teachers should be friendly, 52.9% for opportunities to express opinions, 52.5% for various teaching activities materials, and about 41% for the use of L1 (Indonesian language) in teaching. Moreover, the study showed that learning objectives affect motivation because English was believed for a better future opportunity, for academic requirements such as understanding journals, and for passing standardized test regulation. It was furthermore considered as prestigious and valued for the economy, learned to know its interesting cultures, deemed an attractive language through teachers’ modeling, opened more overseas opportunities as to it is an international language, and parents saw it as a ‘blessing’ to learn. The study also explained that learning environments were influenced by teachers’ personality, teaching methods and materials, and an expectation of a ubiquitous language.

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“…Besides, the study of Redono (2015) points out that teacher skills, interests, and habits influence student learning. To confirm this concept, Rahman et al (2017) stated the influence of teachers on learning motivation (RAHMAN et al, 2017). And students' learning motivation is significantly related to teacherstudent interaction .…”

Section: Lecturer Behaviourmentioning

confidence: 98%

Determinants of the learning motivation of students in business education at universities in Ho Chi Minh City

Tai

Truc

Phương

et al. 2021

Laplage

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This study primarily unearths measure and evaluate the determinants influencing business students' learning motivation at universities in Ho Chi Minh City through the self-administered questionnaires with 257 students. The results show all seven factors of (1) social factors; (2) learning environment; (3) lecturers’ behaviour; (4) family and friend influence; (5) students’ self-awareness; (6) student’s willpower and (7) student viewpoint have impacted on learning motivation of business students. In addition, suggestions and recommendations are proposed to enhance student motivation in higher education.

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Factors Affecting Motivation in Language Learning

Cited by 30 publications

References 8 publications

Factors Influencing Teenager's Motivation in Learning English in Uzbekistan – A Case Study of Westminster International University in Tashkent, Pre-Foundation Course

Factors Influencing Teenager's Motivation in Learning English in Uzbekistan – A Case Study of Westminster International University in Tashkent, Pre-Foundation Course

Learning objectives and environments: How do they affect students’ motivation in English language learning?

Determinants of the learning motivation of students in business education at universities in Ho Chi Minh City

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