Browsing by Subject "Attitude/motivation test battery (AMTB)"
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ItemA comparative-correlational study of years 4 to 6 and years 7 to 9 non-Thai students' motivation and orientation of motivation toward learning Thai at an international school in Bangkok, ThailandThe purpose of this study was to determine if there was a significant difference between Years 4 to 6 and Years 7 to 9 non-Thai students’ level of motivation toward learning Thai, and to determine if there was a significant association between Years 4 to 6 and Years 7 to 9 non-Thai students’ orientation of motivation toward learning Thai at an international school in Bangkok, Thailand. An adapted version of Gardner’s Attitude/Motivation Test Battery (AMTB) was used to collect data from 29 non-Thai students in Years 4 to 6 and 44 non-Thai students in Years 7 to 9 during the second semester of academic Years 2017 – 2018. Descriptive statistics – means, standard deviations, as well as a t-Test, and Pearson’s chisquared test were used to analyze the data. The findings indicated that both Years 4 to 6 and Years 7 to 9 non-Thai students at the target school had slightly low levels of motivation toward learning Thai and both Years 4 to 6 and Years 7 to 9 non-Thai students’ orientation of motivation was instrumental. Motivation for learning Thai between Years 4 to 6 and Years 7 to 9 non-Thai students was not significantly different, while Years 4 to 6 and Years 7 to 9 non-Thai students’ orientation of motivation was found to be significantly associated. Recommendations for school administrators, teachers, and future researchers are provided.
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ItemThe correlational of Chinese junior hight school students’ motivation, attitudes toward the learning situation with English as a foreign language academic achievementThe purpose of this quantitative correlational study was to determine whether there was a significant relationship between Grade 9 students’ motivation and attitudes toward the learning situation for learning English as a foreign language with English academic achievement at a private school in China. A total of 110 Grade 9 students participated in this study. Students’ motivation and attitudes toward the learning situation for learning English as a Foreign Language Questionnaire which was adapted from Gardner’s (2004) international version of Attitude/Motivation Test Battery (Gardner, 2010) was used in this study consisting of 50 items (Gardner 2004, 2010) under five subscales. The researcher collected data from Grade 9 students studying in the 2021-2022 academic year at a private school in China. For the analysis of the collected data, descriptive statistics, and correlational analysis (using multiple correlation coefficient) was used. The findings of the research indicated that there was a weak correlation among the students’ motivation and attitudes toward the learning situation for learning EFL with English academic achievement. Based on the findings, the researcher provides recommendations for students, teachers, school administrators, future researchers.
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ItemA correlational-comparative study of motivation and perceived parental encouragement for learning English as a forelign language of Grades 10 and 11 students at Maija Yang High School, Kachin State, Myanmar( 2020) Gam, Hpaudang Awng ; Lynch, RichardThe purpose of this study was to determine the relationship between Grades 10 and 11 students’ motivation and their perception of parental encouragement for learning English as a foreign language and to compare each variable in each grade level at Maija Yang High School, Kachin State, Myanmar. The participants of this study were 265 students from Grades 10 and 11 at Maija Yang High School, Kachin State, Myanmar. This study was designed as a quantitative correlational-comparative study and an adapted version of Gardner’s (2004) Attitude/Motivation Test Battery (AMTB) was used to collect data from 120 Grade 10 students and 145 Grade 11 students during the 2018-2019 academic year. Descriptive statistics means, standard deviations, and correlational analysis (Pearson’s product-moment correlation coefficient) and an independent samples t-test (2-tailed) were used to analyze the data. The study found that Grades 10 and 11 students’ motivation for learning English as a foreign language at Maija Yang High School was moderately low and their perceptions of parental encouragement for learning English as a foreign language was slightly low. Also, a significant positive relationship between motivation and perception of parental encouragement for learning English as a foreign language was found for each grade levels. Furthermore, the findings also indicated that there was no significant difference between Grades 10 and 11 students’ motivation for learning English as a foreign language, and no significant difference between their perceptions of parental encouragement for learning English as a foreign language as well. Recommendations for school, teachers, students, parents and future researchers are provided.
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ItemThe relationship of motivation for learning Chinese and perception of parental encouragement for learning Chinese with Chinese academic achievement of Grade 3, Grade 4, and Grade 5 students at ain international school in ThailandThe purpose of this study was to determine the relationships between Grade 3, Grade 4, and Grade 5 students’ level of motivation for learning Chinese, perception of parental encouragement for learning Chinese with their Chinese academic achievement at an international school in Thailand. An adapted version of attitude/motivation test battery was used to collect data from 55 Grade 3 students, 52 Grade 4 students, and 48 Grade 5 students during the second semester of academic year 2016 – 2017. Descriptive statistics – means, standard deviations, and multiple correlation coefficients were used to analyze the data. The findings suggested that Grade 3, Grade 4, and Grade 5 students at this school had high levels of motivation for learning Chinese and high levels of perception of parental encouragement for learning Chinese. Motivation for learning Chinese was found to correlate significantly with students’ Chinese academic achievement, while parental encouragement for learning Chinese did not significantly correlate with students’ Chinese academic achievement.
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