Motivation Toward English Language Learning of Students in Secondary and High Schools in Education Service Area Office 4, Saraburi Province, Thailand

Abstract

Abstract:This study aimed to investigate the English language learning motivation level of secondary and high schools students in Saraburi Province, and significant differences between the learning motivation of students with high academic achievement and that of other learners. A modified 20-item motivational survey adapted from Gardner's (1985) Attitude/Motivation Test Battery (AMTB) was administered to 266 secondary and high school students in Education Service Area Office 4, Saraburi Province. The study results indicated that the students had high levels of motivation -both integrative and instrumental -to learn the English language, albeit their instrumental motivation slightly outperformed their integrative motivation. The study also showed that there was a significant difference (P-Value = 0.007) at the level of 0.01 between the learning motivation of students with high academic achievement (GPA≥3.20) and that of other peers (GPA ˂3.20).

Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand

“…However, the difference is the type of motivation. In the present study, the data suggested that most students possessed internal interests in learning English, whereas most previous studies in EFL contexts indicated students had high external motivation-learning for the instrumental value of English for education and job related purposes (e.g., Cho, 2012;Choosri & Intharaksa, 2011;Chumcharoensuk, 2013;Hayes, 2014;Hashwani, 2008;Inngam & Eamoraphan, 2014;Kitjaroonchai, 2012;Long, Ming, Chen, 2013;Wimolmas, 2013). This different finding should be discussed in the light of the data collection.…”

“…When determining the type of motivation, the majority of the students indicated possessing internal interests in learning -'[I] like to learn and pay close attention to the lesson.' This relatively high level of motivation to learn English has also been found in most survey studies in Thailand (see Choosri & Intharaksa, 2011;Chumcharoensuk, 2013;Hayes, 2014;Inngam & Eamoraphan, 2014;Kitjaroonchai, 2012;Wimolmas, 2013;cf Draper, 2012) and other EFL contexts (Cho, 2012;Fan & Feng, 2012;Wiśnewska, 2013), which reflects the notion that English is an important competency for people around the globe (Graddol, 2006;Fiedler, 2011;Johnson, 2009;Kirkpatrick, 2008). However, the difference is the type of motivation.…”

“…Observations were used to add insights into the field since most previous studies mainly used questionnaires to investigate motivation (e.g. Chumcharoensuk, 2013;Inngam & Eamoraphan, 2014;Kitjaroonchai, 2012;Wimolmas, 2013) and teachers' motivational strategies (e.g., Bernaus & Gardner, 2008;Bernaus, Wilson, & Gardner, 2008;Cheng & Dörnyei, 2007;Dörnyei & Csiźer, 1998;Wang & Vibulphol, 2015).…”

“…A number of recent studies have then been conducted to investigate Thai students' motivation to learn English at various levels from a specific context such as students from one particular institution or one study program (e.g. Chumcharoensuk, 2013;Kitjaroonchai, 2012;Wimolmas, 2013). Using a questionnaire as the main instrument, some studies attempted to find whether the students studied English for intrinsic or extrinsic motivation (Deci and Ryan's SDT Theory), while others focused on the instrumental and integrative orientation of motivation (Gardner's Socio-educational Model).…”

“…Using a questionnaire as the main instrument, some studies attempted to find whether the students studied English for intrinsic or extrinsic motivation (Deci and Ryan's SDT Theory), while others focused on the instrumental and integrative orientation of motivation (Gardner's Socio-educational Model). Overall, the findings suggest that Thai students at any level have a relatively high level of motivation, but their motivation is mainly extrinsic or instrumental (Chumcharoensuk, 2013;Inngam & Eamoraphan, 2014;Kitjaroonchai, 2012;Wimolmas, 2013). These findings are consistent with those in other EFL contexts which have shown that EFL learners are aware of the importance of English but mainly driven to learn English by external, instrumental reasons (e.g.…”