Browsing by Subject "Motivation"
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ItemA study of teachers perceptions and implementations on the use of motivational strategies in English language instruction for primary children in Hezhang Country Secondary School in ChinaThis study determined the teacher’s perceptions and frequency of implementing motivational strategies in English language instruction for primary children in Hezhang Country Secondary School in China. There were two research objectives in this thesis:1.To identify the teachers’ perceptions of motivational strategies in English language instruction according to the ten strategy clusters. 2.To identify the frequency of the teachers’ implementations of motivational strategies in English language instruction according to the ten strategy clusters.There were 61 primary English teachers at Hezhang country Secondary Primary School, Guizhou, China, who participated in this study. The research instruments used a questionnaire and structured interview form. The findings showed that (1) the teachers’ perceptions of motivational strategies in English language instruction according to the ten strategy clusters were high, and (2) the frequency of the teachers’ implementations was also high. The interview form supported all findings.It indicated that teachers think motivational strategies in English language instruction are necessary, mainly implementing them in English teaching. This research study has offered valuable suggestions and recommendations on the motivational strategy for this school.
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ItemThe changing face of Thai tourist decision-making and, consumption responses and behavioral changes post-COVID 19The global pandemic “COVID 19” has created a crisis by crippling the whole world, nations in it, and its living beings as well. During this pandemic, many Thai Tourists were affected which brought a change either demographically, through psychographic, or brought upon behavioral changes. People got affected by this problem and it has put fear inside many Thai consumers for them to travel back again. This research aimed to understand the Thai tourist nature of traveling post-COVID, including the understanding of Thai consumers' feelings and expectations to travel back again. The researcher used a mixed-method mostly focusing on the qualitative data through an in-depth interview with 11 participants and a short online survey was distributed among 17 participants to understand on what level in-depth interview provides clarity. In-depth interview results were analyzed with thematic analysis and quantitative data were analyzed with google form graphs. Results showed that Thai tourists believe the tourism sector for inbound and outbound will be booming again but it all depends on the act of tour operators, government, and the local community. This study will be helpful to understand the expectations, needs, and interests of consumers and what precautions should be taken to make Thai again post Covid-19.
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ItemA comparative study of matriculation students' motivation for learning mathematics according to gender in five Burmese Migrant Learning Centers in Mae Sot, ThailandAmong the several components of motivation for learning, the individual's sense of goal orientations, the impression and value of learning tasks, control of learning beliefs and perceptions of personal self-efficacy for learning are important components of the Social Cognitive Theory of Motivation for Learning, which provides the theoretical framework for this study. A number of studies have found that the gender gap in mathematics is highly correlated to perception of the culture of gender inequality in a society. The objectives of this study were to measure the levels of the matriculation students' motivation in learning mathematics and to investigate if there was any difference according to gender in five Burmese Migrant Learning Centers in Mae Sot. One hundred seven students (51 male and 56 female), aged 15-29 years, participated in the survey. The results of this study showed that the differences between genders on average motivation in learning mathematics were small among the migrant learning centers' matriculation students. However, female students had a lower level in overall motivation, higher motivation in control of learning beliefs and lower motivation in the factor of perceived self-efficacy. The reasons for this are likely culturally rooted and sustained. Traditionally, in Burmese culture, boys are regarded and treated as being superior to girls. This cultural perspective most likely affects the girls' motivation and self-confidence in their learning. The article concludes with recommendations for practice and for future research.
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ItemA comparative study of students' motivation for learning English as a foreign language according to their preferences for indirect learning strategies at Nelson English Language Centre, Yangon, MyanmarThe purpose of this study was to examine the difference between the students’ motivation for learning English as a Foreign Language according to their preferences for indirect learning strategies at Nelson English Language Centre in Yangon, Myanmar. This research was designed as a quantitative comparative study. A total of 215 students from Intro, Level 1 and Level 2 at Nelson English Language Centre in Yangon participated in this study research. Data were collected using a survey questionnaire, which was adapted from the international version of Gardner’s Attitude/Motivation Test Battery (AMTB) for motivation and Oxford’s Strategy Inventory for Language Learning questionnaire (SILL) for indirect learning strategies. The collected data were analyzed first through descriptive statistics (i.e., means, standard deviations, frequencies and percentages) and then through inferential statistics (i.e., one-way analysis of variance) for statistical hypothesis testing. The findings indicated that the students’ motivation for learning EFL in Nelson English Language Centre was “High”. Besides, the students preferred metacognitive strategies the most followed by social strategies, mixed strategies and affective strategies. These research findings showed that there was no significant difference between the students’ motivation for learning EFL according to their preferences for indirect learning strategies. The recommendations for teachers, school administrators and future researchers are provided based on the findings of this study.
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ItemA comparative study of students' motivation for learning English as a foreign language and their preferences for instructional strategies in Grades 9-12 at Pan-Asia international school, Bangkok, ThailandThis study focused on Grades 9-12 at Pan-Asia International School in the academic year 2016. The main purposes of this study were: 1) to determine the level of students’ motivation for learning English as a foreign language (EFL); 2) to determine the students’ preferences among five instructional strategies for teaching EFL; 3) to compare the students’ motivation for learning social studies according to their preferences for instructional strategies. The study was designed as a quantitative and comparative study using two questionnaires: a motivation questionnaire and an instructional strategies preferences questionnaire. The respondents were 123 EFL students during the academic year 2015-2016 in PAIS. The data collected by the 2 questionnaires was analyzed first by descriptive statistics, frequency & percentage, mean, standard deviation and then by inferential statistics, i.e., a One-way Analysis of Variance (ANOVA). The results of this study indicated that student motivation for learning EFL in Grades 9-12 was high. Among the five motivation subscales, task value, control of learning beliefs, extrinsic goal orientation, self-efficacy for learning & performance were all high, but intrinsic goal orientation was moderate. For the five instructional strategies preferences, 26.8% of the students preferred experiential learning, 20.3% preferred indirect instruction, 18.7% preferred interactive instruction, 17.9% preferred independent study and 16.3% preferred direct instruction. The research indicated that there was no significant difference between the students’ motivation for learning EFL according to their preferences for instructional strategies in Grades 9-12 at PAIS.
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ItemA comparative-correlational study of attitudes toward and motivation for Learning English as a foreign language in Grade 9 students from Akha, Bamar and Shan ethnic Groups at no 2 Basic Educational High School, Keng Tung, Eastern Shan State, MyanmarThe purpose of this study was to determine whether there was a significant relationship between attitudes and motivation of Grade 9 students toward English as a foreign language from the Akha, Bamar, and Shan ethnic groups and to compare both variables among three different ethnic groups at № 2 Basic Education High School, Keng Tung, Eastern Shan State, Myanmar. A total of 199 students participated, and the instrument adapted for this study was the latest version of Gardner’s (2004) Attitude/Motivation Test Battery. Pearson product-moment correlation coefficient was used to examine the relationship between the research variables, and a one-way analysis of variance (ANOVA) was performed to determine if there were significant differences between attitudes and motivation of the participant students. From this study, a positive attitude and high motivation of Grade 9 students toward learning English as a foreign language (EFL) were found, regardless of their ethnic memberships. Also, it was found a statistically strong, positive correlation between attitudes toward and motivation for learning EFL of Grade 9 students in each ethnic group. Furthermore, the findings also revealed a significant difference between attitudes toward EFL of the students, but no significant difference between motivations for learning EFL of the students in all three ethnic groups. Finally, recommendations for teachers, students, administrators and future researchers are presented.
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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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ItemA correlational study of motivation and language anxiety for learning Chinese as a foreign language with Chinese academic achievement of Thai Grade 6 studentsThe purpose of this quantitative correlational study was to determine whether there was a significant relationship among Motivation and Language Anxiety with academic achievement for Learning Chinese as a Foreign Language of 164Grade 6students from a Thai government school in Trang, Thailand. The Motivation and Language Anxiety for Learning Chinese as a Foreign Language Questionnaire was used to collect data. The survey questionnaire was adapted from Gardner’s Attitude/Motivation Test Battery. Descriptive statistics (means, standard deviations) and multiple correlational analysis were used to analyze the data. The study findsings indicated a significantrelationship among the target variables -motivation and language anxiety for learning Chinese as a foreign language with Chinese academic achievement. Specifically, the research findings indicated that Grade 6students displayed a slightly low level of motivation and a slightly low level of language anxiety for learning Chinese as a foreign language. The research found that there was very weak relationship between Grade 6students’ motivation and their language anxiety for learning Chinese as a foreign language with Chinese academic achievement.
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ItemA correlational-comparative study of Grades 9, 10, 11 and 12 students' motivation for learning biology and their biology achievement at Pan-Asia International School, ThailandThis study investigated student motivation for learning biology, with student biology achievement at Pan-Asia International School (PAIS) in Thailand. The study separated Grades 9 and 10 students, and Grades 11 and 12 students according to their academic program. The study examined the motivation of 64 Grades 9 and 10 students (“Pre-IB” Program), and 43 Grades 11 and 12 students (International Baccalaureate Diploma Program). The researcher used the Motivated Strategies for Learning Science Questionnaire (MSLSQ) to identify the student motivation level for learning biology of these 107 students in the high school department at PAIS. Student motivation level for learning biology was determined from five components of motivation for learning: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs and self-efficacy for learning and performance. Student achievement in biology was examined using two achievement placement tests created from past International Baccalaureate exam questions. The data collected was analyzed using means, standard deviations, Pearson product moment correlation coefficients and an independent samples t-test. The findings showed that the level of students’ motivation for learning biology in both Grades 9 and 10 and Grades 11 and 12 was high. A significant relationship was determined between students’ motivation level for learning biology and student biology achievement for both Grades 9 and 10 and Grades 11 and 12. Grade 12 students at PAIS were determined as having a lower level of motivation for learning biology, in comparison with the other grade levels studied. Recommendations for schools, teachers and future researchers were identified.
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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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ItemDelving into international students' attitudes to NESTs and NNESTs( 2017) Sureepong PhothongsunanThis study examined the attitudes of international students at university level towards native English-speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) in a Thai context. It also explored how the attitudes held towards these two groups of teachers shaped the participants’ learning practices and motivation to learn English. Two research instruments; the open-ended questionnaire and the semi-structured interview were employed for this study. The questionnaire administered with 31 participants was the primary data collection tool. The subsequent interview conducted with 14 of the participants served as a supplementary data. The findings indicated significantly differing attitudes towards native English-speaking teachers and nonnative English speaking teachers in many areas. These domains comprised the teaching methods and styles; the understanding of students’ problems; grading and marking; language proficiency; personality, classroom behaviour and discipline; and the ability to communicate and interact with learners. Some differences were also reported in the way they assigned work and arranged learning activities and their attitudes towards students. Most participants given the choice had a strong favour to study with native English-speaking teachers. There appeared to be a strong positive rapport between studying with native English speaking teachers and the participants’ learning behaviours and eagerness to study English. Implications are made regarding teacher training, particularly for non-native English teachers and language teachers, be it native or non-native, having EFL teaching experience.
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ItemDetermining the influence of motivation and job satisfaction towards job performance of generation Y+Z employees of the RARE Company, ChinaThe purpose of the study was to determine the effect of intrinsic and extrinsic motivational factors and job satisfaction on job performance of the employees in the RARE Company in China in response to recommended plans on enhancing their motivation for higher company's performance. Quantitative data got accumulated from 55 operational-level officers working at the RARE Company through questionnaires. The results of the data were analyzed by using mean score, multiple and simple linear regression, along with oneway ANOVA. The results of the study show that intrinsic factors, including career plan, training, target incentive, teamwork has a significant effect on employees' satisfaction. In contrast, employees' satisfaction has a significant effect on job performance for the RARE company in China, so the management and human resources departments of the RARE Company should give priority to intrinsic motivation and job satisfaction so that employees at different levels in the company have a higher motivation to improve their job performance, which is beneficial to the long-term improvement of organizational performance.
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ItemExploring bloggers' motivation and behavior in Thailand( 2009-06) Nuchada Dumrongsiri ; Vikanda PornsakulvanichBlogs have evolved exponentially as a global phenomenon where scholars have attempted to answer why and how people use blogs. An active weblog requires a long-term commitment and much effort from a host to frequently update the contents as well as from users to regularly interact with the webblog. Thus, an investigation on what motivate people to blog interactively may help us develop and promote blog usage to fulfill various needs of the users better. This study serves two purposes: (a) to discover the reasons why people blog and (b) to investigate the relationships of how motives influenced blog usage. Different from previous research, this study used both qualitative and quantitative approaches to explore blog motivations directly from users. The findings revealed five blog motives: new friendship, relationship maintenance, passing time, social influence, and self-expression. Relationship maintenance, new friendship, and passing time were significant predictors of length and duration of blogging. Gender differences were significant in relationship maintenance motive and time spent on blogs.