The Role of Motivation in Learning English as a Foreign Language

Riyanti, Dwi

doi:10.26418/jeltim.v1i1.27788

Cited by 16 publications

(12 citation statements)

References 11 publications

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“…Of particular interest to this study is English language teaching for non‐English majors with a science, technology, engineering and mathematics (STEM) background, for whom the biggest challenge in learning English is a lack of motivation (Alsamadani, 2017; Rajini & Krishnamoorthy, 2020). The demotivating cause is often due to a lack of relevant contexts for using the target language (Riyanti, 2019; Turhan & Kırkgöz, 2018) in a way that is responsive to their professional skills and occupational needs. Therefore, establishing a motivating English‐learning environment is essential for this group of students.…”

Section: Introductionmentioning

confidence: 99%

Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners

Chen

Hung

Yeh

2021

Computer Assisted Learning

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Learning a foreign language requires interaction with language input while involved in a task. Given that problem‐based learning (PBL) offers hands‐on application in realistic contexts, and that virtual reality (VR) enables learners to interact with multiple modalities of information, this study examines how the integration of VR technology into PBL contexts affects students' motivation for, problem‐solving during, and vocabulary acquisition in learning English as a foreign language (EFL). A total of 84 engineering majors who enrolled in a course of English for specific purposes were randomly assigned to either an experimental group or a control group. Students in the experimental group participated in a VR‐assisted PBL context, in which they were to view a PBL scenario using VR technology and then to create VR videos about solving the given problems. Those in the control group participated in a PBL context without the use of VR technology for viewing and solving the identical scenario. After the intervention, all the students wrote a problem‐solving analysis, took a vocabulary knowledge test, completed a learning motivation questionnaire, and participated in individual interviews. The results showed that the students in the experimental group significantly outperformed those in the control group in terms of vocabulary acquisition, and were more motivated to learn English related to their future careers, whereas there was no significant difference in the problem‐solving performance of the two groups. Implications of these findings highlight the value of engaging EFL learners in immersive environments for contextualized learning through the integrated use of VR and PBL.

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Section: Introductionmentioning

confidence: 99%

Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners

Chen

Hung

Yeh

2021

Computer Assisted Learning

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“…According to Riyanti (2019), "There are some ways to create basic motivational conditions. Teachers need to consider the first step of motivating students to learn which is creating basic motivational conditions.…”

Section: Discussionmentioning

confidence: 99%

Students’ Motivation to Speak in a Group Discussion

Maulana

Ikhsanudin²,

Suhartono³

2020

JEEP

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This research was done to know the factors’ influencing students’ motivation to speak in a group discussion. This research is qualitative survey, in which the subjects are the Third-Semester Students of English Education Study Program of Tanjungpura University in Academic Year 2018/2019. The subjects of this research were 25 students in class A. The data were collected through observation and survey. Based on the data the students are motivated enough in speaking class and the motivation are relatively high across the students but most of the students faced several speaking problems such as afraid of making mistakes, lack of confidence, and lack of motivation. In summary, the factors that influenced the students’ motivation to speak in a group discussion are the students' interest to the materials of learning, the students’ interest to the culture of the target language, and lastly the reinforced that the students receive inside/outside the teaching and learning process. All of the factors are related to types of motivation, such as, intrinsic, extrinsic, instrumental, and integrative motivation. The writer claimed that knowing and understand sorts of motivation is essential with the intention of making a better teaching and learning environment

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“…It is not because they have the intention to study English. Many of them think even if they do not understand English, it is not a problem because it is not important to them (Riyanti, 2019). Furthermore, the teachers rarely use English as the language of instruction, even for simple words.…”

Section: Students's Motivationmentioning

confidence: 99%

The Use of Pictionary Game in Teaching Vocabulary to Second Grade Students of SMPN 1 Raya

Purba

Sipayung²,

Lumbantoruan³

et al. 2022

Pioneer. J. Lang. Lit

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Pictionary game is a fun and enjoyable guessing word game that can motivate students to learn English. This research deals with improving students’ vocabulary by using the Pictionary game for the second-grade students in SMP N 1 Raya. This research aims to determine whether the Pictionary game can increase students’ vocabulary. This study applied Classroom Action Research (CAR). The sample of the research was the second-grade students of SMP N 1 Raya in academic 2021/2022. The writer used two cycles that occur of two meetings. The finding of this study was that the Pictionary game can improve students’ vocabulary. It can be proved from the calculation of the test in both cycles. In the pre-test, the mean of the students’ score was 62,18. In post-test cycle I, the mean of vocabulary score was 72,84 and the mean score in post-test cycle II was 77,09. Based on the data, it could be concluded that there was a significant improvement in students’ vocabulary by using the Pictionary game. Based on the research, it is suggested that English teachers should use the Pictionary game as a technique in teaching vocabulary.

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The Role of Motivation in Learning English as a Foreign Language

Cited by 16 publications

References 11 publications

Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners

Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners

Students’ Motivation to Speak in a Group Discussion

The Use of Pictionary Game in Teaching Vocabulary to Second Grade Students of SMPN 1 Raya

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