The Roles of Anxiety and Motivation in Taiwanese College Students’ English Learning

Yang, Mou-Tzu; Hou, Yi-an; Hou, Yen-ju; Cheng, Hsueh-yu

doi:10.1007/978-3-642-39360-0_34

Cited by 2 publications

(4 citation statements)

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“…Successful language learning requires learners to have the knowledge of the language and the motivation to learn it (Yang et al, 2013). This paper has proposed a motivational model, specifically for Tahfiz students, in the effort to prepare them to become better global preachers in disseminating Islamic teachings.…”

Section: Discussionmentioning

confidence: 99%

“…Lambert (1959, 1972) are the pioneers who introduce the integrative-instrumental aspects in measuring motivation within the social psychology framework. Integrative motivation refers to learners who hope to connect with another ethnolinguistic group, and instrumental motivation refers to learners who learn an L2 for practical reasons (Yang et al, 2013). In the quest to enhance SLA, many researchers have contributed new thoughts into the area of motivation.…”

Section: Introductionmentioning

confidence: 99%

“…Many previous studies have adapted L2MSS for use in diverse EFL contexts (Magid, 2011;Taguchi et al, 2009) to investigate its impact on constructs such as anxiety (Yang et al, 2013), motivation in classroom context (Pawlak, 2012), studyabroad experiences (Pawlak et al, 2020), and achievement in Mandarin (Tan et al, 2017). Nevertheless, in Malaysia and other Muslim countries, there is a dearth of studies on motivation in learning English among Tahfiz students-those who learn to memorise the Quran.…”

Section: Introductionmentioning

confidence: 99%

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A Structural Equation Modelling (SEM) investigation of the L2 learning model of motivational development among Tahfiz students

Abdullah

Ibrahim

Harun

et al. 2022

ILS

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This study explores the motivation of learning English among students in selected Tahfiz government and state schools in Malaysia. Questionnaires adapted from Dornyei (2004), with an additional construct, were administered to 1,017 students aged 13 to 17. Exploratory Factor Analyses (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modelling (SEM) with Robust Maximum Likelihood estimation technique (MLR) were used. From the SEM analysis, a new model of motivation in learning English among Tahfiz students is proposed. The study discovered that attitudes towards community, promotion, prevention, parental encouragement, interest, Islamic values, ideal L2 self, ought-to L2 self, and attitudes towards learning English all play central roles in the proposed model. A comparison motivation model between the Tahfiz government and state schools was also provided. The results suggest that Tahfiz English language teachers and other relevant parties should be aware of their students’ motivation in learning English, and try to create a more conducive learning environment in the classroom. This can equip the students with sufficient language skills to be well-rounded Islamic preachers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Structural Equation Modelling (SEM) investigation of the L2 learning model of motivational development among Tahfiz students

Abdullah

Ibrahim

Harun

et al. 2022

ILS

View full text Add to dashboard Cite

show abstract

“…According to Liu's studies, pupils with anxiety and low motivation are less likely to interact with professors in class and find it challenging to develop critical thinking, which will negatively impact the effects of language acquisition [4]. On the contrary, motivation is seen as the core of learning, which can promote the learning process and enable students to gain achievement by actively generating a desire for knowledge [5]. Hence, a lot of research has been done to address this issue.…”

Section: Introductionmentioning

confidence: 99%

Strategies for Coping with the Challenges Under the Background of Content-Based Instruction Across the Critical Thinking and Motivational Challenges

Chen¹

2023

Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022)

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Content-based Instruction (CBI) is one of the effective teaching approaches which aims to develop and cultivate students' language and academic skills. The discussion of coping mechanisms of CBI against the backdrop of critical thinking and motivational issues is both theoretically relevant and practically useful. Therefore, the study aims to summarize some strategies for improving students learning motivation and critical thinking in the context of CBI through some relevant literature. The contribution of this paper is that the strategies in this paper can inspire future teachers to enhance students' language learning motivation and critical thinking.

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The Roles of Anxiety and Motivation in Taiwanese College Students’ English Learning

Cited by 2 publications

References 5 publications

A Structural Equation Modelling (SEM) investigation of the L2 learning model of motivational development among Tahfiz students

A Structural Equation Modelling (SEM) investigation of the L2 learning model of motivational development among Tahfiz students

Strategies for Coping with the Challenges Under the Background of Content-Based Instruction Across the Critical Thinking and Motivational Challenges

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