Students’ Motivation toward English Language Learning at Undergraduate Level
Abstract
The main purpose of this descriptive research is to explore the fact that why students are less motivated towards English language learning at undergraduate level. It also throws light upon the very facts of motivation with regard to the factors like student-teacher relationship, class room environment, self esteem or self respect, and willingness to communicate. Motivation plays a major part in learning a second language. It creates very powerful communicative factors by planting in them the seeds of self confidence. It is the responsibility of a teacher to create a comfortable environment in the class. The teacher should make the environment student-centered because if a student feels valued in the class, he or she would be more interested in learning a second language. The population of this research consisted of 199 students at undergraduate level from University of Sargodha (UOS) Women Campus Faisalabad, Pakistan. For this purpose the researchers formed a questionnaire on the four point Likert’s scale on the different levels of motivation and gave the students maximum time to solve the questionnaire. The results and findings of the research show that motivation has a great role in learning with regard to the above mentioned factors.
Keywords: Motivation, ELT, ESL, Pakistan, learner, undergraduate
Full Text:
PDFReferences
Brown, H.D. (2000). Principles of language learning and teaching. New Jersey: Prentice Hall.
Chapman, J. D., and Aspin, D. N. (1997). The school, the community and lifelong learning. London, Cassell:Wellington House.
Deci, E. L., and Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour: New York: Plenum Press.
Deci, E. L., and Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Perspectives on motivation. (Vol. 38, pp. 237-288).
Gardner, R. (2006). The socio-educational model of second language acquisition: a research paradigm. EUROSLA Yearbook, 6, 237–260.
Gardner, R. C., Day, J.B., and Macintyre, P.D. (1992).Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14(2), 197-214.
Guirong Pan,Yiming Zang,Dan Wu. (2010) Journal of Language Teaching and Research, Vol. 1, No. 2, pp. 151-156.
Hashwani, M. S. (2008). Students’ attitudes, motivation and anxiety towards English language learning. Journal of Research and Reflections in Education, 2(2).
Hussin, S., Maarof, N., and D’Cruz, J. (2001). Sustaining an interest in learning English and Increasing the motivation to learn English: an enrichment program.
Ibrahim Humaida, I. A. (2012). Motivation to Learn Among English Language Learners in Sudan. 1: 237. doi:10.4172/scientificreports.237.
Kabilan, M. K. (2000). Creative and critical thinking in language classrooms. The Internet TESL Journal, 6 (6).
Kyriacou, C. and Zhu, D.(2008). Shanghai pupil’s motivation towards learning English and the perceived influence of important others. Educational Studies. Vol. 34, No. 2, May 2008, 97-104.
Lifrieri, V. (2005). A sociological perspective on motivation to learn EFL: The case ofescuelas plurilingües in Argentina. M.A thesis, University of Pittsburgh.
Lile, W. (2002). Motivation in the ESL classroom. The Internet TESL Journal, 8 (1). http://iteslj.org/Techniques/Kabilan-CriticalThinking.html. [retrived 10-09-2014]
Ebata, M. (2008). Motivation factors in language learning. The Internet TESL Journal, 14(4). Retrieved from http://iteslj.org/Articles/Ebata-MotivationFactors.html on 12-09-2014.
McDonough, S. (1983). Psychology in foreign language teaching. George Allen &Unwin: London.
Hussin, S., Maarof, N., & D’Cruz, J. (2001). Sustaining an interest in learning English and increasing the motivation to learn English: an enrichment program. The Internet TESL Journal,7 (5). http://iteslj.org/Techniques/Hussin-Motivation/ [retrieved 15-09-2014]
Amato, P. A., (2003). Making it happen: From interactive to participatory Language teaching: theory and practice. White Plains, NY: Pearson Education.
Ryan, R. M., and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33).Rochester, NY: University of Rochester.
Rehman, A. Sheikh, A, Bilal, A. H, Bibi, N, and Nawaz, A. (2014). The Role of Motivation in Learning English Language for Pakistani Learners. International Journal of Humanities and social Science, Vol.4, No. 1.
Sheikh, A. & Mahmood, N. (2014). Effect of different teaching styles on students’ motivation towards English language learning at secondary level. Sci.Int(Lahore), 26(20), 825-830.
Schunk, D. H., Pintrich, P. R., and Meece, J. L. (2008). Motivation in education: theory, research, and Applications. ). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Widdowson, H.G. (1991) Aspects of Language Teaching, Oxford: Oxford University Press.
Refbacks
- There are currently no refbacks.
![Creative Commons License](http://licensebuttons.net/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
Advances in Language and Literary Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.