Second language learning and motivation: an overview

The study describes and examines Malaysian pre-university students' integrative and instrumental motivation toward learning English language. In this study, 182 non-English major students in one of the Malaysian public universities are selected to fill out a questionnaire reflecting their attitudes and motivation towards learning English. The findings indicate that Malaysian pre-university students have very high motivation and positive attitudes towards leaning English and that they are more instrumentally motivated. Based on the findings some suggestions and recommendations for teachers have been highlighted.

2009

Many nations have addressed the need to produce graduates who are multilingual in the effort to compete in the global society. Malaysia has acknowledged the importance of proficiency in a third language in order to develop human capital that drives the k- economy as well as competes in the international arena. This study investigated Malaysian students' motivation to learn a

Procedia - Social and Behavioral Sciences, 2013

This paper describes a study into the relationship between motivation and second language acquisition. The study was conducted at a private language school in Istanbul, Turkey and looked at four types of motivation: intrinsic, extrinsic, integrative, and instrumental. In order to assess their English ability, students were given a test consisting of four main parts: reading, grammar, vocabulary and writing. They were also given a questionnaire regarding their reasons for learning English which they were asked to rate on a five point Likert scale from strongly agree to strongly disagree. Results from the questionnaire were correlated with the results of the test in order to explore the possibility that test results might be related to motivational types. Results of the study will be reported in this paper along with implications for the teaching/learning situation and suggestions for ongoing research.

English Language Teaching, 2013

The study describes and examines Malaysian pre-university students' integrative and instrumental motivation toward learning English language. In this study, 182 non-English major students in one of the Malaysian public universities are selected to fill out a questionnaire reflecting their attitudes and motivation towards learning English. The findings indicate that Malaysian pre-university students have very high motivation and positive attitudes towards leaning English and that they are more instrumentally motivated. Based on the findings some suggestions and recommendations for teachers have been highlighted.

2008

This concept paper has presented some theories related to second language learning and motivation. A basic integrative motivation model in second language learning proposed by has been introduced. Besides, pedagogical implications of Behaviourism, Cognitivism and Interactionism in second language learning are discussed. Based on the theories, a proper research will be done to find out the reasons and hindrances of learning a second language; and the motivational level in a language classroom will be studied as well (as shown in research questions).

PAROLE: Journal of Linguistics and Education

The aim of this study is to examine the students’ motivation and attitude towards learning English as a second language from four Malaysian higher institutions. A random sampling of 471 respondents participated in this study. Using 28 items instrument, adapted from Gardner’s Attitude/Motivation Test Battery (AMTB), an online questionnaire was distributed in getting the data. Students’ motivational level is found to be high with (M=6.37, SD=0.77, M=6.10, SD=0.82). Additionally, the respondents are having positive attitudes in learning English (M=4.07, SD=0.48). With the findings, it is a hope that this can be a guidance for instructors to design a suitable lesson and approach to be used in the class.

International Journal of English Language & Translation Studies , 2018

The purpose of this paper is to investigate the motivation for second language learning with reference to Lightbown and Spada's (2001) study. Lightbown and Spada's (2011) study first drew attention to a multitude of features associated with being an effective learner. In turn, the study assessed the available literature in such a way as to confirm or reject, by means of empirical evidence and clear reasoning, each of the elements on their list. Noteworthily, it is possible to divide the features that the authors highlighted into the following primary factors: firstly, motivation; secondly, personality; thirdly, aptitude; fourthly, intelligence; and finally, learner characteristics. In view of these, it is the aim of the present article to examine the motivation that underpins an individual's decision to learn a second language (L2). Both the literature and the existing theoretical frameworks indicate that a clear correlation exists between motivational types, on the one hand, and motivational factors, on the other. Motivation is often associated with dropping eventually when it is present in the form of sustained motivation (i.e., motivation that persists only for the length of the course), intrinsic motivation, or falling self-efficacy perceptions, while contrastingly, notable achievements typically arise from integrative motivation. The literature is explicit regarding the fact that motivation must be accompanied by a learner's active engagement, and in the context of L2 acquisition, the variables that affect the learning process-especially those which operate by means of impacting self-motivation-must be acknowledged (e.g., cross-cultural issues, the classroom's social environment). Noteworthily, while strategic approaches can be capitalised on by educators to promote learning motivation, punishments and excessive corrective measures adversely affect motivational levels. Context-specific issues should always be borne in mind throughout the process of L2 teaching and learning within the classroom.

Research Journal of Social Sciences & Economics Review, 2020

This theoretical paper aims to describe the complex nature of second language learning motivation, focusing on its types and history. Motivation is the process that accounts for a person's intensity, direction, and persistence of effort towards a goal-achievement. It is an essential phenomenon in almost every field of knowledge, including psychology, sociology, and education, to name a few. Several studies have been conducted on the role and rank of motivation in different contexts and knowledge fields. A large body of literature has also tried to relate motivation with a variety of variables. When it comes to second language learning, the vital role of motivation is indisputable. However, the more it is investigated, the more complex this construct comes to the surface. During the past few decades, its typological-historical critical review reveals that its fast-evolving phases have added to its complexity and importance at the same time. The paper concludes that motivation will remain a complex construct; however, more in-depth, comprehensive, and serious investigations may help us understand this phenomenon. This paper has opened some curious questions which demand further field investigation and research probing. It is desirable to discuss a brief background of the term motivation to understand it as a critical construct in second language learning/teaching. The word motivation originates from the Latin word movere, which means move. It is a process that initiates, guides, and maintains goal-oriented behaviors. It is an internal condition directed to bring a change, either in the self of humans or their environment. Motivation endows an individual with the drive and direction needed to engage in an activity or a task. It causes an individual to act in a particular situation in a particular way to reach a goal or complete a task. Second language learning motivation, in particular, requires to understand this construct in its totality. Motivation is a multi-layered phenomenon spreading over the whole human existence. It involves emotional, social, and cognitive forces and factors that activate knowledge, skills, and attitude/aptitude (KSA) in humans. In an ordinary sense, this term is recurrently used to describe why, when, and how a person does something. It is the driving force that pushes or pulls humans to specific actions-good or bad. When short-term motivation turns into a long-term one, it not only refers to the factors that activate behaviors; it also involves the aspects that direct and maintains goal-directed actions. As a result, we often infer when, why, and how people do what they do, based on the observable behavior patterns in their actions, reactions, and interactions. Language is the chief feature of human existence, which starts with birth and continues till the end. Second language learning motivation is an old and vital area of research. There is a general belief among researchers that motivation plays a vital role in all kinds of learning. Likewise, many existing studies in the literature of different disciplines have examined different motivation variables and their

Journal of Language Teaching and Research, 2020

This paper attempts to shed light on Saudi college students' internal motivational set up and how it negatively impacts their learning outcomes at the tertiary level at King Khalid University. To investigate that, a questionnaire that consists of ten questions was conducted on 90 (ninety) students selected from level four and eight in the Department of English of the same university. The responses of the learners indicate that the majority of the respondents are not highly motivated and chose English as a major-for their B.A. courseagainst their will as there were no other alternatives for several reasons. The results show-not surprisingly though-that most of the students are driven by extrinsic motivation to study English in order to get good jobs. The statistics obtained from the Department, of deprived and withdrawn students are quite high and that confirm the researchers' hypothesis of students' demotivation in the Department of English. Finally, researchers have suggested some remedial academic initiatives to help these undergraduate Saudi students in the Department of English at King Khalid University to overcome the difficulties and problems resulting from extrinsic motivation and showing ways of attaining positive (intrinsic) motivational make up that initiates true, lifelong learning.

Since motivation is an inevitable key to succeed in second language learning, this study aimed to investigate the motivation and the motivation orientation levels of the undergraduates in Sabaragamuwa University (SUSL) and Uva Wellassa University of Sri Lanka (UWU) towards learning English. The study was carried out with 110 second-year and 69 first-year undergraduates in SUSL and UWU respectively. Results indicated that 72% undergraduates in SUSL and 100% in UWU possess high level of motivation and high instrumental orientation to learn English.