Strategies to Enhance or Maintain Motivation in Learning a Foreign Language

Abstract

Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.

Toward the Role of Language Teacher Confirmation and Stroke in EFL/ESL Students’ Motivation and Academic Engagement: A Theoretical Review

“…Previous empirical studies have examined the construct of student academic engagement from various angles, namely as a means of improving learning outcomes (Parsons et al, 2014;Wonglorsaichon et al, 2014;Virtanen et al, 2015), a way of minimizing school dropout (Janosz et al, 2008), and an indicator of student academic motivation (Akpan and Umobong, 2013;Wu, 2019;Ghanizadeh et al, 2020;Ghelichli et al, 2020;Muñoz-Restrepo et al, 2020).…”

Teaching English as a foreign language to rural education students

“…In this article, we offer an arrangement of techniques for instructors to steadily lead understudies from an outward inspiration to a more internal and independent inspiration. This approach is surrounded inside one of the foremost later and well-known speculations of inspiration: self-determination hypothesis (Muñoz-Restrepo et al 2020).…”

Learner’s Autonomy in Task-based Language Teaching for Instructional Design Practices: A literature review

“…This evidence suggests that TBL can improve instruction; and, therefore, it should be included in the curriculum design in order to provide more effective instruction for the learner. Muñoz-Restrepo, Ramirez, & Gaviria (2020) also suggest that a learners' motivation improves when "...[they] perceive that a lesson has personal value or relevance, they tend to engage more, make more efforts, and achieve more" (p. 178) [7,[15][16][17]. In order to make learning materials more relevant to the learner, Cey (2001) argues that these materials should be authentic in order to reflect real-life scenarios where the target language will be used [18].…”

“…Although learners should understand which strategies to employ and when to employ them, scaffolding from the teacher may also be necessary in order to demonstrate how they should be used. Furthermore, Muñoz-Restrepo, Ramirez & Gaviria (2014) state that "students can be more motivated when they are provided with the necessary guidance" (p. 179) [7]. One such way for the instructor to provide assistance Fig.…”

“…As learner autonomy is voluntary and independent, learners were able to find personal relevance to continue learning English on their own. Additionally, Muñoz-Restrepo, Ramirez & Gaviria (2020) suggest that activities that promote learner autonomy may positively impact language achievement [7]. Furthermore, such tasks that can promote autonomy can also be completed in pairs or in small groups.…”