Motivation of Pre-Service English Teachers to Learn English as a Foreign Language in Challenging Circumstances

Abstract

The problem of motivation in foreign language learning has always been of great importance. Researchers agree on the non-static, dynamic nature of motivation, investigate the role of the motivational context, and recognize the fact that some aspects of motivation are not internal but are externally determined by the learner’s sociocultural environment. The study aims to investigate the prevalent type of motivation among pre-service English teachers in challenging circumstances. The analysis of motivation sources and ways to protect and maintain motivation to learn English as a foreign language in challenging circumstances constitutes the novelty of the study. 60 fourth-year students (57 females and 3 males) participated in the investigation. The questionnaire adapted from Gardner's Attitude/Motivation Test Battery (AMTB) has been used as a tool to collect quantitative data. The results reveal that the level of motivation is high with a prevalence of instrumental motivation. Qualitative data have been obtained from interviewing students. During the interviews, the students identified the sources of their motivation, critically evaluated their learning situation, and described their learning circumstances as challenging. The study suggests pedagogical implications in line with positive psychology recommendations and the latest research on the protection and maintenance of а motivation to learn English as a foreign language in challenging circumstances. The implications for teachers include developing motivational strategies, maintaining engagement, providing role models, using technology.

Language Teaching Challenges Through the Lens of Corpus Linguistics

“…As expected, the dominant discussions within the target corpus, as signaled by the lemma online, revolved around the challenges associated with the shift to online education, much in line with the recent research trend (e.g., Bezliudnyi et al, 2022;Huszti et al, 2022;Lőrincz & Komar, 2023;Zadorozhna & Datskiv, 2022). Accentuated in the corpus are the issues of language teacher roles, teacher and learner motivation, the knowledge base of language teachers, language teaching approaches, reprising the observations of the available examinations.…”

Developing the English Language Communicative Competence of Future Teachers by Means of Mobile Apps

“…I. Zadorozhna and O. Datskiv suggest to use positive psychology recommendations to teach the English language in distance challenging environment. [10]. The issue of implementing mobile applications in university educational process with the aim of improving English speaking skills has received much attention in the last five years.…”

Building English speaking competence of intending higher education institutions teachers

“…The works of I. Zadorozhna & O. Datskiv (2022) and T. Yeremenko, I. Lukyanchenko, & A. Demchuk (2022) revealed that developing English communicative competence in education has a positive impact on the quality of future professional growth. Our research confirms the previous results (Liubashenko & Kornieva, 2019;Nykyporets & Ibrahimova, 2021) and proves that developing English speaking skills has positive impacts on educational and professional growth processes.…”