Motivation plays a major role in sustaining the interest to learn any language and it has been strongly accepted by the teachers and the researchers as one of the key factors to enhance the learner’s performance. Motivation is the key to academic success as well as promoting lifelong learning. (Sanacore,2008) Motivation provides the primary impetus to initiate learning English language and later the driving force to sustain the long and often tedious learning process (Locke, E. 1996). Motivation can be identified as a vital factor which influences directly to the low-proficiency level of the language learners. Integrating innovative technology in the second language classroom can be considered as an important way of enhancing the learner motivation towards language learning successfully and interestingly.
Introduction To be a successful learner of English language, the learners need to use instruments to force them while their continuous process which helps them concentrate until become to be a successful learner. Motivation is one factor which has also played a significant role while the learners are studying English. In the early work of Gardner (1985) motivation is defined as the extent to which the individual strives to acquire the language because involves the learners’ reason for attempting to acquire the target language. Related Background Nowadays, English language has become a very important global language because it widely used as a means of international communications. Many countries have given precedence to learning English and
First the teacher creat the basic motivational condition and enthusiasm atmospher so the student will be enthusiastic (Dörnyei & Ushioda, 2011). Second, generating student motivation, by promoting learner’s expectation of success in learning English as foreign language and explaining to them what success is involved in the task and how to achieve it, also help them face any obstacles (Dornyei, 2011). Third is maintaining and protecting motivation, teachers can make teaching more interesting through varying their teaching styles, presentations, different materials, and learning tasks. Interesting tasks have been viewed as one of the greatest components (Anderman & Anderman, 2010). In the hand, Learners’ self-esteem and confidence play key roles in maintaining motivation.
According to Long, Ming and Chen (2013), learners’ motivation plays a crucial part in learning English. Likewise, Gardner (1985) also pointed out that motivation in language learning is particular importance, which has a direct effect on language achievement. To achieve using English fluently, student must find out their motivation, which is one of the most important factors that impulse to learn English. In this paper, I wish to discover which motivational factors that had a great role in learning English language and which extend motivation affect students in learning English. I also want to learn about what teachers can do to enhancing learners’ motivation in acquiring English.
Teacher to shows example that learners can emulates. It helps to identifying opportunities within teaching learners to work collaboratively in diverse groups, by sharing individual ways of life or beliefs by embracing different cultural festivals or food preparation. It also helps to devise creative and respectful ways of using the diverse experiences of students to add value to the learning experience for all learners and addressing difficulties that hinder language learning and skills development. (Petty L, 2014) D: Analyse the ways to promote equality and value diversity. Promotion of equality and diversity in the class shouldn’t be a challenge and is something that learners should be familiar at the beginning of the course to know their responsibilities as learners, to contribute to well-being of others in the class not to bully or harass others because of the differences, giving positive attitudes to individuals.
Moreover, insights from various theoretical and methodological approaches for second and foreign language learning, such as humanizing pedagogy, critical pedagogy, and postmethod pedagogy have all influenced the perception of the learner as an individual living and thinking person who needs to be critically aware of his/her learning opportunity. What those scholarships (e.g., Freire, 1970; Kumaravadivelu, 2001, 2003a; Pennycook, 2004) are arguing for is that language teaching should foster an environment that enables learners to construct their own knowledge, determine their learning goals, and reflect on their personal experiences so that learners will be empowered as legitimate language users inside and outside the
The other factor is Environmental Factor, such as teacher, who influences students’ learning and provide the motivation the most. Teachers should support students in the process of learning in order to motivate them in academic performance (Deci & Ryan, 2000; Hardre, 2006; Moss & Honkomp, 2011). Methods of a teacher also have the impact on students’ leaning motivation. The methods should be innovative, interesting for students, encouraging learning, and useful. Other than that, teachers’ self-disclosure is related to students’ motivation.
Learners have control over their learning. This can be enhanced via giving learners? the chance to make decisions and carry out the language in their daily lives. Relating English to the socio-cultural context of learners can also help making learning more effective without diminishing their cultures and identities. English should be used as a bridge to link between cultures not as a tool to suggest that learners?
They want to learn on their own. This can create a driving force for the older generation learners. They use this as a stepping stone in a process that creates future learning. Certainly, building knowledge is a characteristic when it comes to being a self-directed learner. Indeed,