Language Learning Motivation: Expanding the Theoretical Framework

Oxford, Rebecca L.; Shearin, Jill

doi:10.1111/j.1540-4781.1994.tb02011.x

Cited by 728 publications

(532 citation statements)

References 53 publications

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“…This is understandable, because "If language students do not believe that their performance leads somewhere or is ultimately valuable, their motivation will be lowed." (Oxford & Shearin, 1994).This is why there is no significance difference in instrumental motivation between the two groups (T=1.946, p=.0553>.05). But less-efficient learners get a higher mean score in S2 "I study English hard because I have to pass some exams in www.ccsenet.org/ells English Language and Literature Studies Vol.…”

Section: A Comparison Of Motivation Held By Efficient and Less-efficimentioning

confidence: 89%

A Comparative Study on Learning Motivation of College Students of Different Levels

Yu¹

2014

ELLS

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This comparative study aims to investigate the difference of English learning motivation held by learners of different levels in a local university. The results show that students have moderate motivation degree. Efficient learners are more highly motivated than less-efficient learners. Both efficient and less-efficient learners have strong instrumental motivation and integrative motivation is in the lowest. The pedagogical implications suggest that some motivational strategies should be adopted to stimulate students' integrative motivation meanwhile their instrumental motivation should be retained to promote college English teaching and learning.

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Section: A Comparison Of Motivation Held By Efficient and Less-efficimentioning

confidence: 89%

A Comparative Study on Learning Motivation of College Students of Different Levels

Yu¹

2014

ELLS

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“…Likewise, it is beneficial to boost learners' overall motivation to learn the target language. Promoting students' awareness of the importance of English, enhancing students' interest in English, developing their self-confidence, fostering their positive attitudes towards English, praising them/giving positive feedback, analyzing reasons for poor/good performance in English, fostering their intrinsic motivation in English by encouraging them to read English literary works, watching English films, and making friends with international students on campus, and so forth are suggested to be good ways to enhance students' English learning motivation [33,38,59,60] . With enhanced motivation to learn English, students may become more willing and active to use the language in various situations, which may in return result in lower anxiety in English learning.…”

Section: Discussionmentioning

confidence: 99%

An Exploration of Foreign Language Anxiety and English Learning Motivation

Huang

2011

Education Research International

177

110

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Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter.

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“…Crookes & Schmidt, 1991;Dö rnyei, 1990Dö rnyei, , 1994Oxford & Shearin, 1994;Tremblay & Gardner, 1995;Williams & Burden, 1997). The new approach successfully extended the L2 motivation model by examining cognitive aspects of motivation, especially those related to the learner's "self" (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

Motivational Strategies and EFL Teachers’ Perceptions: A Saudi Survey

Alqahtani

2016

TPLS

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Abstract-The present study is only the second one of this kind in the Saudi context. As a first stage of the study, 117 EFL teachers with varying demographic characteristics (age, qualifications, teaching experience and the like) rated 55 motivational micro strategies on 5-point scales, which were then grouped into 10 macro strategies in accordance with previous research. Since the present study is a modified replication of previous studies, the expectation that the ranking of strategies in the Saudi context will match to a degree the rankings found by researchers elsewhere in the world was borne out -four of the macro strategies that came out in the top five scales in this study were ranked in the top five scales in three other studies conducted by Dörnyei and Csizé r (1998) in Hungary, Cheng and Dörnyei (2007) in Taiwan, and Alrabai (2010) in Saudi Arabia. The order in which the macro strategies were ranked in the present research differed from the ranking order found previously, including Alrabai's (2010) in the Saudi context. Unlike in any previous research, however, when inferential statistical analyses were applied on the collected data, statistically significant differences in the ranking order of the macro strategies emerged as a function of the respondents' qualifications and length of teaching experience. The results may have implications for teacher training and the research design of future investigations into the effects of the motivational strategies deployed by teachers on student motivation and FL achievement.

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Language Learning Motivation: Expanding the Theoretical Framework

Cited by 728 publications

References 53 publications

A Comparative Study on Learning Motivation of College Students of Different Levels

A Comparative Study on Learning Motivation of College Students of Different Levels

An Exploration of Foreign Language Anxiety and English Learning Motivation

Motivational Strategies and EFL Teachers’ Perceptions: A Saudi Survey

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