This chapter reviews a number of relevant literature underpinning this research. Motivation in English learning, as the key point of this study, is overviewed based on theories from some experts in the first section. Description and explanation of after-school programs and activities, including academic achievement towards motivation of students for learning English, is also reviewed. The reviews from previous studies about students’ motivation in English learning, as the main aspect of this research study, are provided in the last section.
2. 1 The Overview of Motivation in English learning
Motivation is defined differently according to different perspectives. Jafari (2013) states that motivation, according to behaviorist, is an anticipation
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Moreover, motivation as a psychological aspect can influence language proficiency results, but this relationship is one of reciprocal causation because both the positive and the negative learning experiences can influence the student’s motivation to learn (Gardner & MacIntyre, …show more content…
Moreover, it is important to notice that motivation is not a static attribute which always stays high or low all the time because it will dynamically change depending on the student’s motivational situation (Dörnyei & Ottó, 1998).
At certain times, students may be motivated to learn during teaching and learning activities at school, while in some other time, they may feel unmotivated as they were before, which may result in the decline of academic performance or achievement (Dörnyei& Ushioda, 2011).As to emphasize the importance to notice, the term motivation is not a straightforward concept either, thus the challenge is more about finding ways of conceptualizing the term motivation and furthermore is about exploring the understanding (Dörnyei,
The concept of Motivation has many different factors that can define it. Because there are different factors, Motivation can mean a lot of different things. In this paper, I have conducted 5 interviews with people of different backgrounds and ages. No names will be used at their request but they all come from close friends or family. Only important background information will be referenced so accurate conclusions or assumptions can be made.
Second Language Learning’s Motivation and World Englishes in James L. Brook’s Spanglish Released in 2004, Spanglish stole audience’ hearts for its heartwarming story about two distinct cultures: American and Spanish. It tells a story about a Hispanic woman named Flor who became a housekeeper in an American family. At first, Flor decided not to meddle with the Claskys by not learning or speaking English and worked using body language or known as compensatory strategies . However, after several events happened she finally decided to learn English in order to protect her daughter from being Westernized by Deborah, the wife of the family. Regarding to motivation theory in second language acquisition, Spanglish movie is interesting to be analyzed.
The importance of motivation as a predictor of school achievement. Learning and Individual Differences. In Rathus, S. A. (2012). Learning. In Psychology: Concepts and connections (10th ed., pp. 216-217).
If English is a language that is easy and practical to learn, learners may at least be driven extrinsically motivated if not intrinsically motivated. However, the environment of learning the language itself is not very conducive, such as less support from family members, irrelevant judgments by peers and less supportive society, especially in rural area. The fact that Malaysian learners and education system focuses on number of As in the examination result slip, and believing in As as assurance of getting good job and promising salary proved the reality that the Malaysian learners are dependent to be extrinsically motivated, in ESL learning
Personality is related to a personal disposition to feel anxious in general or in the particular context of language learning. In the case of the second variable this can be related to the extent in which simple activities in the mother tongue become more difficult in the foreign language, which considerably demands learners’ time and cognitive resources. The last factor might be related to unrealistic expectations about their rate of progress, especially when they compare their proficiency level with others who have progressed more. Díaz-Ducca (2014) presented the affective variable of confidence as part of a Virtuous Cycle that was aimed at encouraging a student’s class participation, and consequently, his instances of exercising oral production. This acknowledges the role that participation in the speaking activities has in relation to language learning.
When I started this course I felt very challenged by the assignments. I am not from this country I came here with my wife and children and did not know a lot of English. I felt scared for them and me because there was much uncertainty. This course is very challenging, but worth it because it is helping me learn English. I find challenges motivating because I can learn from them and grow.
In fact, individual emotional and motivational aspects should be considered [17]. Motivation is defined as a desire to make an attempt in order to perform duties and responsibilities and to use individual skills [18]. Academic motivation refers to behaviors that lead to learning and improvement [19]. It includes the tendency to perform well and to spontaneously evaluate one's own performance. Experts have devided motivation into two main groups, namely intrinsic and extrinsic motivation.
Motivation is a process of giving someone a reason for doing something, on other meaning it means encourage students to study, learn and develop. In addition, there are nine Motivators the first one is personal gain, what students will have if they did something. While the second one is prestige and that’s mean the desire to do something that is valued or the other meaning to feel important in some way and feeling important is people naturally desire. And the third one is a pleasure which means enjoying what you do, and people should ask themselves some question such as: are we having fun in the group work or in school environment? Are we having fun while doing the activities?
introduction Motivation has been defined as some driving force within an individual by which they attempts to achieve some goal in order to fulfill some needs or expectations (Mullins, 1996). Beside Mullins, some scholar also define motivation as the psychological process that gives behavior purpose and direction (Kreitner, 1995) ; A predisposition to behave in a purposive manner to achieve specific unmet needs (Buford, Bedeian, and Linder, 1995); An internal drive to satisfy an unsatisfied need (Higgins, 1994); and the will to achieve (Bedeian, 1993); All those inner-striving conditions described as wishes, desires, drives, etc. (Donnelly, Gibson, and Ivancevich 1995); and the way urges, aspirations, drives and needs of human beings direct
Motivation in schools is based on the values that we as teachers and the students themselves place on education in their lives. valence and setting values on the needs and goals provide for school motivation. (Explorable,
Roles of Self – Efficacy, Goal Setting and Teachers in a Student’s Life Rashmi Jayaprakash MAE14120 MA Education (2014 -2016) Child Development and Learning Abstract For this paper, I have chosen to look at motivation in a child’s academic environment.
In comparison with the other group, the conclusion was that a future job had become the cause to motivate them. In this field of study, there are some other strength points that the teacher can promote if students do not see the second language as something valuable for their job, taking into account that the real situation is that they are not planning to work in the short term. That is why they cannot see proficiency in English as a tool to obtain a better position or workplace. So, in this point the teacher can focus the attention to other motivational elements, in case that the reference to a job does not work, as it can happen if students are too young. Two of these elements are the usefulness of a second language to travel and to establish new friendships with people from all over the world, a situation for which English is the most adequate language nowadays.
The researcher would describe about: (1) what types of students’ motivations in learning English as EFL on Double-Degree program at foreign language academy ( ABA YW- UMI Makassar), (2) how the motivation emerge in the classroom during the teaching and learning
The study of motivation is the study of action (Eccles & Wigfield, 2002). It is a study of why people are doing what they do. Motivation is defined as the set of psychological progresses that result in initiation, direction, intensity, and persistence of behaviour” (Fey, 2005). Mitchell (1982) defined motivation as the “degree to which an individual wants and chooses to engage in certain specified manner”. Mullins (1996) gives a three-part classification of successful motivation: Economic rewards, intrinsic satisfaction, and social relationships.
“If you want to live a happy life , tie it to a goal , not people or objects” Albert Einstein In 1948 ,at yale university, american experimental psychologist Neal E. Miller ,and his colleague Gardner L. Hart studied a variety of animal’s behaviour .They performed an experiment to find out why There is a difference in behavioural actions between two similar species. They brought two identical mice in two cages , they over fed one of the mice , meanwhile they let the other mouse to get hungry. To compare their reactions, they built an apparatus with one compartment for each mouse each one with a tube and a bar that provided food for them. After releasing the mice into the compartments , they noticed that the hungry mouse