Motivation in Foreign Language Learning: The Relationship between Classroom Activities, Motivation, and Outcomes in a University Language-Learning Environment

Bernard, Jaclyn B.

doi:10.1184/r1/6686228.v1

Cited by 6 publications

(14 citation statements)

References 25 publications

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“…Bernard ( 2010) categorized five components of classroom activities: 'Personalized Language Use', 'Exclusive Use of Language', 'Deep Language Use', 'Mechanics', and 'Fun'. Bernard (2010) clarifies each component: the early component, 'Personalized Language Use', refers to the techniques that encourage students to express their real-life experiences or interest using English. 'Exclusive Use of Language' refers to the activities that the teachers spoke in the L2 most of the time, and there were few translation exercises included in teaching L2.…”

Section: Classroom Activities In Efl Educationmentioning

confidence: 99%

“…Intrinsic motivation: "intrinsic motivation" refers to a person's innate desire to participate in a given pursuit. It is a situation in which material is engaged for its inherent interest and the satisfaction and enjoyment it engenders (Bernard, 2010). In other words, it refers to the drive that arises from inside oneself (Cahyono & Rahayu, 2020;Ren & Wang, 2018) to seek out new experiences and new challenges, to evaluate one's capabilities, to observe, and to learn (Ren & Wang, 2018).…”

Section: Student Motivationmentioning

confidence: 99%

“…The term "attitude" refers to a student's set of portraying actions that they use to achieve a goal (Molina-Leal & Peña-Cerón, 2020). Bernard (2010) 'External Motivation'. The motivation components categorized by Bernard (2010) seem to be more contextualized to the context of his study.…”

Section: Student Motivationmentioning

confidence: 99%

“…Numerous studies (Aguirre et al, 2016;Bernard, 2010;Daif-Allah & Aljumah, 2020;Imsa-ard, 2020;Khong et al, 2017;Ozer & Badem, 2022;Tseng, 2021;Wigfield & Wentzel, 2007) discussed and investigated student motivation in various contexts, and this implied the acknowledgment of the significance of student motivation in student learning performance and achievement. For instance, scholars (Imsa-ard, 2020;Tseng, 2021;Wigfield & Wentzel, 2007) argued that motivation could influence language-learning success.…”

Section: Introductionmentioning

confidence: 99%

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

Bon

Sorn

Mon

et al. 2022

ELER

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This study sought to investigate students’ perceptions of classroom activities and their motivation levels in learning an English subject. The study also examined the affiliation between classroom activities and student motivation. The survey questionnaires were employed to collect the data from 120 upper secondary graders studying at a public secondary school in Cambodia. Social Science Version 16.0 (SPSS 16.0) was utilized to analyze. Descriptive statistics and Pear Product Moment Correlation were performed. The results revealed that EFL teachers frequently employed ‘Mechanics’ and ‘Exclusive Use of Language’ in their teaching. The results apropos of student motivation indicated that students had a higher level of motivation in ‘Confidence’, and ‘Motivation about Language’ and the lowest level in ‘Motivation about Class’. The result also revealed that ‘Fun’ positively correlates with ‘Confidence’ and ‘Motivation about Class’. Conversely, ‘Mechanics’ is negatively correlated with ‘Motivation about Class’. Therefore, the study argued that the teachers less frequently employed ‘Fun’ activities that could boost student motivation. In contrast, ‘The teachers commonly practiced mechanics’ activities that could decrease student motivation. In this sense, the study suggested that teachers maximize ‘Fun’ activities and minimize ‘Mechanics’ activities. However, because of the weak and moderate correlation between classroom activities and students’ motivation, the level of student motivation was not mostly determined by classroom activities. Thus, scrutiny of other factors enhancing the level of student motivation could be a topic for future study.

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Section: Classroom Activities In Efl Educationmentioning

confidence: 99%

Section: Student Motivationmentioning

confidence: 99%

Section: Student Motivationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Bon

Sorn

Mon

et al. 2022

ELER

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“…Today we know that the emotional dimension is fundamental [6], and that for this reason, we must delve into the role that affective variables play in the acquisition of a second language. By affective variables we refer to the emotions that condition learning, among which we can highlight the desire to communicate [7], [8], anxiety in language [9], or motivation, both intrinsic and external [1]- [3], [8], [10]- [15]. One of the problems we find when learning second languages is the great amount of time and effort that must be invested in order to have a functional level (B1-C1) [16] in the target language.…”

Section: Introductionmentioning

confidence: 99%

Relationship between emotional motivation and academic performance in second language learning

Mancheño

Mejía²,

Cabrero³

2022

IJERE

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This article presents the results of a research study on the role that affective motivation plays in learning a second language (L2). There were 171 American university students of Spain, German, Italy, and Japan as a second language participated in the study. This was an ex post facto, cross-sectional, and correlational quantitative study that informs us of which is the type of motivation most beneficial for learners and considers variables such as age, gender, academic performance, and the intention to continue studying a second language. An online questionnaire based on the Dörnyei motivational model was administered. The results show that the variables ideal self and “projection of intended effort” of the learners are positively and significantly related to the academic performance of the students and to the intention of enrollment in future foreign language classes. At the opposite extreme, the deontic self or ought-to-self does not correlate significantly with any of the rest of the variables considered. Regarding the cross-sectional analysis of age and gender, no significant differences were found in gender. However, there was a negative and significant correlation between age and academic performance. Furthermore, there was positive and significant correlation between age and projected effort.

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Incorporation of L1 Culture into Second Language Materials Development: Benefits vs. Risks

Meraji

Zamanian

2014

Procedia - Social and Behavioral Sciences

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Motivation in Foreign Language Learning: The Relationship between Classroom Activities, Motivation, and Outcomes in a University Language-Learning Environment

Cited by 6 publications

References 25 publications

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

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

Relationship between emotional motivation and academic performance in second language learning

Incorporation of L1 Culture into Second Language Materials Development: Benefits vs. Risks

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