Student Motivation in English-Medium Instruction

Kojima, Naoko

doi:10.4324/9780429286988

Cited by 16 publications

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“…If so, how? ), the results indicated a strong relationship between participants' motivation to learn English and the content of their academic program, confirming the results of a previous study in EMI [40]. However, the relationship between motivation to…”

Section: Discussionsupporting

confidence: 89%

Significance of L2 and L3 Motivation in the Context of an English-Taught Program: A Preliminary Study at a Japanese University

Kojima

2023

Education Sciences

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This study explores the motivation of international students who simultaneously studied L2 English and L3 Japanese while learning in an English-taught program specializing in policy studies at a Japanese university. Data were collected from five participants using semi-structured interviews, motivation graphs, a biographical questionnaire, and the program’s application form to examine how international students chose the program and the trajectories of their motivations to learn English, Japanese, and policy studies. The results show that all participants had rich experience in learning English and/or intercultural contacts before coming to Japan. Although two participants wanted to live in Japan to learn the language, three had no specific aim of studying abroad. The students’ motivation to learn English was enhanced when their study became more advanced, but their motivation to learn Japanese was more varied and complex. Although sustaining the motivation to learn Japanese over time seemed demanding, one of the participants invested more time in learning Japanese than English. This study highlights that exploring students’ disposition of motivation and international orientation can be beneficial, especially in uncovering why and how students can sustain their motivation to learn Japanese for academic purposes. Furthermore, it could indicate future directions for such programs.

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Section: Discussionsupporting

confidence: 89%

Significance of L2 and L3 Motivation in the Context of an English-Taught Program: A Preliminary Study at a Japanese University

Kojima

2023

Education Sciences

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“…Likely, the preparatory program their students took enhanced their English proficiency, but this is not our case. Our students’ decreased motivation was possibly linked to their reported language difficulties due to limited English proficiency ( Kojima, 2021 ). Additionally, our students might have idealized EMI learning since they had very little relevant experience before entering the courses.…”

Section: Discussionmentioning

confidence: 99%

“…A single case where students develop their motivation through EMI cannot be generalized to other contexts ( Sahan and Şahan, 2021 ). In fact, students may even get more demotivated, particularly those with limited English proficiency if they face increased greater language-related challenges along the EMI learning process ( Kojima, 2021 ). In addition, it is important to explore motivational differences among disciplines as disciplinary differences in EMI contexts are also crucial to consider ( Wei et al, 2017 ; Macaro et al, 2018 ; Rose et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ English-medium instruction motivation in three English-medium instruction courses in China

Zhang

Pladevall-Ballester²

2023

Front. Psychol.

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English-medium instruction (EMI) has been spreading rapidly as the result of China’s movement to internationalize its HEIs (higher education institutions). However, there is a dearth of research studies on students’ motivation in EMI contexts, which should not only explore students’ Foreign Language Learning (FLL) motivation in isolation but the highlights of integrating both content and language learning as a complex. This paper specifically reports on the development of students’ EMI motivation and anxiety over one semester and compares three disciplines: International Trade, Film Production, and Project Management. Pre-post questionnaires and post focus group interviews were administered to students. Results showed that students generally had high EMI motivation and anxiety though the levels decreased from pre to post phases. The International Trade group had greater motivation, particularly instrumental motivation. Findings are discussed in relation to the existing literature and the local context. Pedagogical and institutional-level implications for policies are also provided.

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“…Amotivation 'is a state of motivational apathy in which students harbor little or no reason (motive) to invest the energy and effort that is necessary to learn or to accomplish something (Cheon & Reeve, 2015). Furthermore, students are unwilling to continue an activity because they cannot see the merits of that activity (Kojima, 2021). Adara & Farid (2022) investigated the demotivating factors of online language learning students during the Covid-19 pandemic and found that the most important factors demotivating students were teachers' competence and teaching style, and inadequate school facilities.…”

Section: Literature Reviewmentioning

confidence: 99%

Motivation to Learn Online: An Analysis From Mcclelland’s Theory of Needs

Siok¹,

Sim²,

Rahmat³

2023

IJARBSS

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Motivation has been identified as a main factor influencing engagement and achievement of learners in online learning. Studying the motivations of language learners is crucial to address the challenges of online learning. This quantitative study is done to explore learners' online motivation (Fowler, 2018) from the point of view of McClelland's (1965) theory. McClelland's theory suggested three basic needs that people derive from their life experiences: Need for Achievement, Need for Affiliation and Need for Power. This study used a 5-point Likert Scale instrument consisting of 4 sections. Section A has 3 items on demographic profile. Section B has 12 items on Power, section C has 14 items on Achievements and section D has 12 items on Affiliation. A purposive sample of 156 participants from a public university in Malaysia responded to the survey. The major findings reveal the positive impact of McClelland's Needs Theory on online language learning. Most students believed in their online learning abilities in terms of self-efficacy and desired motivation, control belief factors also led them to achieve desired outcomes. Students were also influenced by intrinsic and extrinsic motivation to perform better in online language learning. Students felt engaged and can interact freely in the language classroom. A strong positive correlation was found between all the variables to motivate online language learning. It is recommended that the motivation to learn languages online be further explored from a variety of perspectives and theories. Future research could also examine the comparison of motivation theories on online learning.

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Student Motivation in English-Medium Instruction

Cited by 16 publications

References 0 publications

Significance of L2 and L3 Motivation in the Context of an English-Taught Program: A Preliminary Study at a Japanese University

Significance of L2 and L3 Motivation in the Context of an English-Taught Program: A Preliminary Study at a Japanese University

Students’ English-medium instruction motivation in three English-medium instruction courses in China

Motivation to Learn Online: An Analysis From Mcclelland’s Theory of Needs

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