Effects of
Motivation on Language Learning
Abstract
The studies on foreign language learning
show that there are many factors influencing the learning. When it is considered
individual differences among language learners,motivation comes to mind as one
of the most important of these variables .This research will evaluate students’
motivation that is one of the most important factors in second language
learning and also deal with factors that affect students’ motivation in both
positive and negative ways. A total of 20 Turkish
pre-intermediate EFL learners participate in this research.The research
is conducted through a questionnaire
survey which aimed to elicit student’s opinion,beliefs and interests about
English and the factors that affect students
in term of motivation.
I.
INTRODUCTION
The studies
on foreign language learning show that there are many factors influencing the
learning.When we think of individual differences among language
learners,motivation comes to mind as one of the most important of these
variables.For many years,studies of motivation for language learning
concentrated on reasons for learning.Motivation research has received much
attention in the past decade.Most researchers agree that motivation plays a
vital role in the learner’s achievement;it is often attributed with the
capacity to override other factors,such as language aptitude,to affect
achievement in both negative and positive ways.Our focal point “ motivation “ has been generally defined
in various ways,and the most common definition of the term is “ an internal
state that arouses,directs and maintains behaviour. “ The
purpose of this article is to evaluate students’ L2 learning motivation and
its influence on the pedagogical process. In this study these questions will be
answered;
1. Is the motivation one of the most important
factor in language learning?
2. How does the motivation affect students’ language
learning?
3. What are the factors that affect motivation?
II.REVIEW OF
LITERATURE
Language
learning motivation research has a long history in the field of second language
acquisition (SLA). There are numerous studies about motivation in second
language acquisition.
There is a
research fulfilled in Egypt. In this study, a questionnare was developed, based
on recent work on motivation in second and foreign language context and more
general models from cognitive and educational psychology and was applied to
1,554 adult learners at the Center of Adult and Continuing Education (CACE) at
the American University in Cairo, with 1,464 questionnare used for the
analyses. Results suggest that there are three basic dimensions to motivation
for learning foreign and second languages. Learner profiles with respect to
these dimensions of motivation were related to age, gender and certain kinds of
classes and learning tasks. (Schmidt et al,1996,p.9-70)
Another research which is conducted in term of
motivation suggests that motivation is a predictor of as is widely accepted.In
order to confirm this , grade 10 students’ motivation level was measured using
two two questions.Classes using Communicative Orientation of Language Teaching
were observed to discover what other factors facilitate learning
outcomes.Statistical analyses of the relationship between two
variables,motivational level and language gains indicate that motivation was
not a predictor fort he grade 10 students in the study.Nor were many of the
language class features included in the COLT.The most powerful predictors of
language gains were found in more implicit teachers’ beliefs about their
students’ capacities and their expectations of their students’ ahcievement. (Taguchi,2006,p.560-569)
Additionally,another
research suggests that the teacher’s use of motivational strategies is
generally believed to enhance student motivation, yet the literature has little
empirical evidence to support this claim. Based on a large-scale investigation
of 40 ESOL classrooms in South Korea involving 27 teachers and more than 1,300
learners, this study examined the link between the teachers’ motivational
teaching practice and their students’ language learning motivation. The
students’ motivation was measured by a self-report questionnaire and a
classroom observation instrument specifically developed for this investigation,
the motivation orientation of language teaching (MOLT). The MOLT observation
scheme was also used to assess the teachers’ use of motivational strategies,
along with a posthoc rating scale filled in by the observer. The MOLT follows
the real-time coding principle of Spada and Fröhlich’s communication
orientation of language teaching (COLT) scheme but uses categories of
observable teacher behaviors derived from Dörnyei’s motivational strategies
framework for foreign language classrooms. The results indicate that the
language teachers’ motivational practice is linked to increased levels of the
learners’ motivated learning behavior as well as their motivational state.
(Dörnyei&Guilloteaux,2008,p.55-77)
In the last
research,English language-learning motivations of 518 secondary school
students, university students, and young adult learners in the capital of
Chile, Santiago. We applied multi-group structural-equation modeling to analyze
how language-learning goals, attitudes, self-related beliefs, and parental
encouragement interact in shaping motivated behavior and to investigate age-
and group-related differences in the internal structure of language-learning
motivation. We compared our findings with previous studies using similar
instruments in different settings, and based on our findings, we proposed a new
interactive model of language-learning motivation, which consists of goal
systems, attitudes, self-efficacy beliefs, and future self-guides. (Kormos et
al,2011,p.1-23)
III.METHODOLOGY
III.I.Participants
A total
of 20 Turkish pre-intermediate EFL learners participated in this study. It took
place in Uludağ University. All had received at least ten years of formal prior
English course. The participants whose ages were between 20 and 24 were
studying in different departments. 10 of the participants were female and 10 of
the participants were male.
III.II.Data Collection Instruments
Data
source was participant questionnaire. Questionnaire consisted of three parts.
Part I of the questionnaire sought behavioral information on previous learning
experience. Part II of the questinnaire dealt with attitudinal information
about participants’ opinions,beliefs, or interest of them. These questions were
used for gathering of what learning goals learner have or what skill areas they
are interested in. Part III of the questionnaire composed of open ended
questions.In this part, it was aimed to encourage learners to give detailed information
regarding some aspect of L2 learning.Also the participants were asked factual
information such as their age, gender and departments. While the questions were
being prepared , the articles and questionnaires about motivation were
investigated and according to them, the questions were designed.
III.III.Procedure
The study
took place in Uludağ University and the questionnaire was fulfilled in one
week. The questionnaire was carried out by three students of English Language
Teaching Department.
III.IV.Data Analysis
A
questionnaire was distributed to 20 students to discover their motivations in
Second Language Learning(SLA). The questionnaire items focused on their
opinions and previos learning experiences about English and the factors that affect
their language learnings. Both qualitative and quantitative reseach methods
were used.In compiling the results of open-ended questions, qualitative
research method was used. In analyzing the responses in open-ended questions ,
all of the responses were read and key ideas were highlighted.Common patterns
and items which were often repeated regarded as the main idea. In compiling the
results of close-ended questions , quantitative research method was used. In
analyzing the close-ended questions , responses were given a particular numerical
value.In these questions , each response was given a number (e.g strongly agree
=1 , agree = 2 , disagree = 3 strongly disagree = 4 ) and these numbers were
treated as interval scales. On the other hand , alternative answer was used for
answering the questions yes or no , according to their belief , opinions and
interests. The results were described in percentages and frequency.
IV. RESULTS AND DISCUSSION
As it was
noted earlier , questionnaire was distributed to 20 students. The questionnaire
contained both open-ended and close-ended questions. In the first section,
likert-scale was used for the questionnare ( 1 represents strongest agreement
and 4 represents lowest agreement). In this part, 8 different questions which
were about motivation were asked. The results of the 8 questions were reported
below:
Questions
and Responses:
1)
It
is given enough importance to speaking skill in English lesson.
Figure 1
As it is seen in the chart, most of the participants believe that it is
not given enough importance to speaking skill in the English lessons.
Considering that some students learn better by speaking, this result shows that
it can affect motivation of students to
learn English.
Figure 2
Result of the chart shows that it is given enough importance to writing
skill. On the other hand, it is an opportunity for students who learn better by
writing. It increases the students’ motivation and lead them to attend English
lessons much more actively.
It is given enough importance to
reading skill in English lesson.
Figure
3
Most of the students think that it is given enough importance to reading
skill. Furthermore, the students who learn English by reading develop positive
attitude toward English and so, their affective filter decreases.
It
is given enough importance to listening skill in English lesson.
Figure 4
According to the chart, it is not given enough importance to listening
skill. So they do not find English lessons enjoyable and this causes lack of
motivation.
5)
Importance
is given grammar in English lesson.
Figure 5
Most of
the students think that they are learning grammar in English lesson in a
conventional way. They expect to learn English in more enjoyable way and
teachers must prepare differenciated activities for them. As it is known by
everyone, there are lots of students in English classes in Turkey, teachers
need to be careful while teaching English.
6)
It
is used enough materials in teaching English.
Figure 6
Seeing that most of the students’ opinion is not
pleasant.Because according to students,their general idea is that English is
learned better by activities,realia materials etc. But,when we consider our
conditions in Turkey ( classroom size,economical condition etc. ) this result
is not suprising fact.But materials can be reached in economical way.But not
all the responsibility belongs to teachers.
7)
Coursebooks
are consistent with effective language teaching.
Figure 7
This result shows that most of the
students disagree this idea that coursebooks are not sufficient for teaching
English.Because coursebooks tries to teach in conventional way and there is no
interaction between students and teachers and pairwork , groupwork etc. in fact
, all of them should be included in English lessons.
8)English
teachers are dominant enough in English.
Figure 8
The results are nearly equal.This result shows that
there are insufficient teachers but at the same time there are still
well-qualified teachers.Because the teachers are not enough for teaching
English , this decreases students’ motivation toward English.
In the second section , alternative answer was
used for questionnaire ( ‘’ √’’
represents agree ,“X” represents
disagree ). The results of 8 questions were examined below.
1)
I
will need English in my future carrier.
Figure 9
Most of
the students think that English is important for their future carrier.Because
they realise that they will need English in their future life, this increases
their motivation toward learning English.
2 ) Language
learning makes me happy.
Figure
10
This result shows that most of the students enjoy
learning English with different materials ,enjoyable activities,colorful
pictures and some visuals.From the this viewpoint,we understand that English is
necessary and enjoyable to learn.That’s why the students are more motivated to
learn English as a second language.
3 ) If I
know English, I think that people respect
me.
Figure 11
Most of the participants respond this item ‘’yes’’.
It can be concluded that they believe that if they know English , they will see
respect in their social environment.This is a need for learning English and
motivate themselves.
4 ) I want
to read English books.
Figure 12
This result shows that reading English books don’t
draw the students’ attention. Because in our education system, English lessons
are usually based on reading.It can be seen from this viewpoint that too much
reading in courses decreases their motivation toward English.
5) I want
to meet people who are in different countries of the world.
Figure 13
Nearly all of the students think that speking is
vital factor for meeting people from different
countries. It can be seen from this result that speaking English with people
from different countries motivates students.
6 ) I want
to understand English songs,movies etc.
Figure 14
It is seen that nearly all of the students desire to
understand English songs and films. Because it is known by everyone that
English plays a vital role in people life. It is related with popular culture.
So this reality encourages people to learn English.
7 ) I think
that everybody who is well-educated should be able to speak English.
Figure 15
Everybody is aware of neccessity of English.
Naturally , it is believed that people who know English have advantage in the
process of finding occupations comparing with those who don’t know English.
8 ) I think
that knowing English will develop my perspective.
Figure 16
More than half of the students agree with this idea
that learning English is very affective way for developing their
perspectives. It can be concluded that
recognizing different cultures , developing their perspectives creates a reason
to learn English.
In the
last section open-ended questions were asked.There were 2 different questions
about factors which are related to motivation in learning English.Results will
be investigated below;
1
) What are the factors that affect
you in your language learning ?
Most of the
students’ responses are indicated below.
a) English
lessons are generally boring for the students.Activities which are not suitable
for them, teachers who focus on grammar while teaching and teachers who
use only lesson books that are not sufficient for students’ development lead to
decrease students’ interest towards English and naturally, it affects also
their motivation.
b) Most
of the students belive that usage of materials in English lessons is important
for them. Because materials used in English lessons have vital role to make the
lesson clear and understandable. Materials cause to decrease students’
affective filter and help them to understand English lessons easily and so
their motivation increase.
2)
What
is your favourite way to learn English best ?
a) Most
of the students think that easy way to learn English is writing and reading but
others think that they learn best by the aid of speaking and listening skills.
However, they also believe that in our education system, it is not given enough
importance to speaking and listening. And so they have difficulty in learning
English.
V.
CONCLUSION
This article
evaluated students’ motivation in L2 and its influence on the pedagogical
process. This research tried to find the answers of the questions below:
1. Is the motivation one of the most important
factor in language learning?
2. How does the motivation affect students’ language
learning?
3. What are the factors that affect motivation?
Firstly
this article defined motivation. Previous researchs were investigated to
illustrate motivation and utilized for preparation of this
article.Questionnaire which was distributed to 20 students was used as a
instrument.Data which were collected from questionnaire was analyzed
carefully.Research questions were tried to respond.But using of only one instrument,questionnaire,caused
to collect unreliable data.Interviews and observations could be used. Also the
participants number was limited.
According
to results,lack of motivation causes students to get bored in lessons,increase
their affective filter,create negative attitude toward learning English.So,
teachers should not only focus on
English coursebooks,they should benefit from opportunistic
teaching,peripheral learning etc. as well.On the other hand they should vary
and differentiate activities.They should use materials which are
visual,audial,tactile etc. that it will help the student to understand the
lesson. Also, materials will create positive atmosphere in classroom and make
the lesson enjoyable. If it is possible, teachers can use technology ( e.g.
overhead projector,computer,tv ) or pictures ,hand made materials. Furthermore,
teachers must focus on speaking and listening activities rather than writing
and reading so much. They should try to interact with students as much as
possible.If all of them are carried out , students can convert input to intake
easily.
This
article deals with factors that affect students’ motivation in second language
learning.Other factors that affect students’ learning second language can be
researched as a further research.
References
Dörnyei,Zoltan. (2003) Attitudes,Orientations and Motivations in Language Learning. Malden :Blackwell Publishing
Guilloteaux,Marie J. & Dörnyei,Zoltan.
(2008).Motivating Language Learners:A
Classroom-Oriented Investigation of the Effects of Motivational Strategies on
Student Motivation.Tesol Quarterly
42/1,55-77
Kormos,Judit et al.(2011).Systems of
Goals,Attitudes,and Self-related Beliefs in Second Language Learning
Motivation. Applied Linguistic
10/1093,1-23
Liuoliene,Alvyda & Metiüniene
Regina.(2006).Second Language Learning Motivation.Mykolas Romeris University 14/2,93-98
MacIntyre,Peter D. (2002) Individual Differences and Instructed Language Learning.Amsterdam/Philadelphia
:John Benjamins Publishing Company
McDonough,Steven.(2007).Motivation in ELT.ELT Journal 61/4,369-371
Schmidt,Richard et al. (1996) Language Learning Motivation:Pathways to the New Century. United
States of America : University of Hawai
Taguchi,Kazuyo.(2006).Is Motivation a Predictor of
Foreign Language Learning?.International
Education Journal 7/4,560-569
Tayar, Ayça Bingöl. (2003).A Survey on Learner Autonomy and Motivation in ESP in a Turkish Context
,Uludağ University ,Master’s Thesis , Bursa.
|
-This questionnaire is
prepared by the students of the Uludag Universty.
-This
questionnaire is prepared to determine the effects of motivation of
students in English lesson.
-Your
answer will be used only for evaluating.
-This
questionnaire composes of A,B and C parts.
Supposed
time is 15 minutes.
|
A)
Please, read the sentences in the column
and circle it accordingly your answer’s degree.
|
Strongly Agree
|
Agree
|
Disagree
|
Strongly
Agree
|
|
1
|
2
|
3
|
4
|
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It is given enough importance to speaking skill.
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1
|
2
|
3
|
4
|
|
It is given enough
importance to writing skill.
|
1
|
2
|
3
|
4
|
|
It is given enough
importance to reading skill.
|
1
|
2
|
3
|
4
|
|
It is given enough
importance to listening skill.
|
1
|
2
|
3
|
4
|
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Importance is given
grammar in English lesson.
|
1
|
2
|
3
|
4
|
|
It is used enough
materials in English lesson.
|
1
|
2
|
3
|
4
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Coursebooks are
consistent with effective language teaching.
|
1
|
2
|
3
|
4
|
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English teachers are
dominant enough in English.
|
1
|
2
|
3
|
4
|
B ) Please, use “ √ “ for your positive answer , Use “ X “ for your negative answer.
√ X
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I will need English in
my future carrier.
|
|
|
|
Language learning
makes me happy.
|
|
|
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If I know English, I
think that people respect me.
|
|
|
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I want to read English
books.
|
|
|
|
I want to meet people
who are from different countries of the world.
|
|
|
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I want to understand
English songs,movies etc.
|
|
|
|
I think that everybody
who is well-educated should be able to speak
English.
|
|
|
|
I think that knowing
English will develope my perspective.
|
|
|
C ) Please answer the
questions according to your idea.
1 ) What are the factors that affect you in
your language learning ?
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2
) What is your favourite way to
learn English best ?
............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Department : ………………
Age :
………………
Sex :
……………….
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