The Effects of Motivation on EFL Students' Learning

Методички видици, 2018

The goal of this paper is to highlight the issue of motivation in foreign language learning and to focus on the links between students' motivation and the teacher. By involving students, arousing and maintaining students' interest and providing effective feedback, teachers can build students' intrinsic motivation which is a key to learning a foreign language. For example, teachers can motivate students by allowing them to choose more frequently. Teachers may employ various strategies in order to create a positive learning atmosphere that enhances students' self-esteem and motivation such as cooperative learning techniques/activities, higher-order thinking skills or even games. Finally, by developing students' language learning strategies teachers can build learner autonomy which leads to sustained motivation in learning. To illustrate the above-mentioned points, examples of self-evaluation, use of games, use of higher-order thinking skills, a written feedback form and a marking rubric have been provided.

International Journal of English Language & Translation Studies, 2014

Teaching and learning English as a second or foreign language has not been easy either for teachers or for learners. Teachers face problems while teaching it while learners face difficulties while learning it. Many factors contribute to these problems and difficulties and lack of motivation on the part of learners or demotivated learners is one of the most common problems faced by the teachers which affects both teachers and learners in negative way. Motivated learners are a dream of every ESL/EFL teachers but it is hardy realized. However, it is also important to note that teachers enjoy and lay a very significant role in ESL/EFL teaching and learning process. In this respect, what role ESL/EFL teachers can play in motivating their learners inside and outside the ESL/EFL classrooms and what strategies can be used and utilized to motivate and promote motivation among ESL/EFL learners are the topics of discussion of this paper. Briefing the term motivation and its types, attempt has also been done to systematically propose certain practical strategies for ESL/EFL teachers to employ inside and outside the classroom for motivating their students to learn so that the aims and objectives of teaching English are fulfilled easily.

Al-Adab Journal

It is believed that, motivation can affect all aspects of life. As it is self-evident in the literature, motivation has an enormous impact on teaching and learning EFL. The aim of this paper is to find out whether the students are motivated to learn EFL or not, and what type of motivation do they have; whether it is instrumental motivation or integrative motivation? This study has been conducted in the context of Kurdish EFL students at the University of Halabja, English Language Department. The problem this study is trying to tackle is to find the important role that motivation plays in learning the English language, and whether there is a lack of motivation from the EFL students, and then find ways to improve them. To conduct this study, the quantitative approach was followed, and a Likert-Scale questionnaire was designed, and was distributed among 50 EFL male and female students. The results indicated that EFL learners at the College of Basic Education in the English Language De...

Motivation in the realm of education is concerned as one of the most important factors to support learning process and provide high-quality learning since it enhances personal growth and adjustment. Motivation is also an important factor in foreign language education and achievement. It was also emphasized in the literature that motivation and students' language proficiency are positively internally related. So, the issue of motivation is thought to be analyzed carefully in understanding the determinants of language achievement in any EFL setting. For this purpose this study has been designed to examine the likely effect of the motivational factors on the foreign language achievement of the students learning English as a foreign language. The study was conducted at the School of Foreign Languages at a state university in 2009-2010 academic year. The data have been collected through the questionnaire (AMTB) developed by Gardner and analyzed through SPSS 11.5 for windows.

The discussion in this essay will be developed into two major domains. The key factors to motivate someone to learn a foreign language (intrinsic motivation) and how the teachers or language advisors can improve levels of students’ motivation. Extrinsic motivation factors such as reward and punishment, considered as instrumental motivation as well, might be correlated with achievement in foreign language learning. This is an attempt to show that rewards and punishment may be a mainstay of the teaching-learning process. However, they may not be the only tools in teachers' arsenal. Thus, improving the teaching of a foreign language is very much based on our understanding of the process of language learning; and a good adopted strategy for such an understanding can help shape a successful language learner.

Teaching strategies in motivating EFL learners should be seen as an important aspect of teacher classroom practice. There are strategies (Dörnyei and Csizér's, 1998; Dörnyei, Takeuchi, 2010; Ruesh strategies mainly from a quantitative stand point. Qualitative investigations that identify the types of the teacher's utterances that are used as motivational strategies in classroom discussions are scarce. It is the purpose of this paper to participate in classroom talk. As drawn from the analysis of a classroom discussion in an EFL lesson (50 minutes length),the teacher used effective utterances that could provide learners with o to express themselves (for example, asking referential questions, building on others' contributions, linking learners' contributions and inviting evaluation of answers). In addition to the teacher's effective use of her utterances as motivatio identified as other motivational strategies that contribute to learners' active participation in talk. The observations highlighted in our analysis of teacher on teacher motivational strategies by identifying types of teacher motivational utterances. Another contribution of this study is the context. Studies that look at teacher motivational strategies in Saudi Arabia are limited (this study will inform the motivational practices of EFL teachers. More studies, particularly those that employ mixed approach methods, are needed in the field of teacher motivational prac Copyright©2016, Sabria S. Jawhar and Haifa A. Alnofaie permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.

International Journal of English Language and Literature Studies

Motivation plays a vital role in foreign language learning as it leads to deep, goal-oriented and persistent learning. A number of variables are associated with motivation, among which five factors viz., Teacher, Teaching Methodology, Text, Task and Test. These are classroom-specific and can be adjustable for enhancing student learning motivation. This paper investigates EFL students’ perception of these five variables and factors that influence their motivation. Renandya’s 5Ts model was used as a framework for investigation. The instrument for data collection was a five-point Likert Scale questionnaire that included 27 items related to factors that affected students’ motivation in language learning classroom. The data was analyzed with SPSS software version 21.00. It was found that the students perceived Teacher as the most important factor, followed by the factors of Teaching Methodology, Task and Text; the Test factor was considered as the least important. The regression analysis...

English Language Teaching, 2011

Motivating EFL students to develop in the target language is quite complex. In many cases, these students face difficulties in learning English and are often demotivated to learn. Research in classroom motivation has found that certain strategies can help these students adopt more positive attitudes and become more motivated in the learning process. This exploratory study investigates the perceptions through interviewing students and surveying teachers' views in an EFL Program of the problems that hinder these students' learning in the English classes related to motivation. Findings show that learners are not motivated to learn English because of an over-focus on writing skills with very little new learning experiences, uninteresting materials, and unclear links between language courses and their majors or future careers. Results also indicate that teachers complain of unmotivated students and pre-structured syllabi leaving little room for communicative methods. Implications are made for the classroom.

Journal of English Language Teaching and Linguistics

Learning English as a foreign language is considered as a long-term process. During the period of learning, students might undergo 'ups' and 'downs' issue related to motivation swings. It is believed that motivated learners likely to outperform others who have high language aptitude but possess low motivation. For this reason, EFL teachers are required to involve strategies that captivate EFL students' motivation. Motivating students should not only rely on immediate teaching strategies or a single activity since learning English as a foreign language is not an immediate process. Students tend to show fluctuated motivation in a time while in the other occasions could suffer in learning. Hence, how motivation is considered as a process rather than a single state is described. Examining other perspective about motivation and the changing of focus in researching motivation show that seeing motivation as a process indicates more promising results for EFL students' learning accomplishment. Pointing out the importance of motivation in English learning attainment and the need of continuum process in motivating students, this paper offers the practical and comprehensive classroom motivational strategies by applying Dörnyei's motivational taxonomy.

English Language Teaching, 2011

Motivating EFL students to develop in the target language is quite complex. In many cases, these students face difficulties in learning English and are often demotivated to learn. Research in classroom motivation has found that certain strategies can help these students adopt more positive attitudes and become more motivated in the learning process. This exploratory study investigates the perceptions through interviewing students and surveying teachers' views in an EFL Program of the problems that hinder these students' learning in the English classes related to motivation. Findings show that learners are not motivated to learn English because of an over-focus on writing skills with very little new learning experiences, uninteresting materials, and unclear links between language courses and their majors or future careers. Results also indicate that teachers complain of unmotivated students and pre-structured syllabi leaving little room for communicative methods. Implications are made for the classroom.