Browsing by Subject "Motivation"
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ItemA correlational-comparative study of motivation and perceived parental encouragement for learning Chinese as a foreign language of Grades 5 and 6 students at Khlong Toei Wittaya School, Bangkok, ThailandThe purpose of this study was to determine the relationship between Grades 5 and 6 students' motivation and their perceptions of parental encouragement for learning Chinese as a foreign language and to compare two variables in grades 5 and 6 levels at Khlong Toei Wittaya School, Bangkok, Thailand. The participants of this study were 109 students from Grades 5 and 6 at Khlong Toei Wittaya School, Bangkok, Thailand. This study was designed as a quantitative correlational-comparative study. An adapted version of Gardner's (2004) Attitude/Motivation Test Battery (AMTB) was used to collect data from 61 Grade 5 and 48 Grade 6 students during the 2019-2020 academic year. Descriptive statistics means standard deviations, 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 5 and 6 students' motivation for learning Chinese as a foreign language at Khlong Toei Wittaya School and their perceptions of parental encouragement for learning Chinese as a foreign language were slightly high. Also, a significant positive relationship between motivation and perception of parental encouragement for learning Chinese as a foreign language was found for each grade level. Furthermore, the findings also indicated no significant difference between Grades 5 and 6 students' motivation for learning Chinese as a foreign language and no significant difference between their perceptions of parental encouragement for learning Chinese as a foreign language.
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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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ItemA study of undergraduate students' attitude, motivation, and difficulties on the use of mobile vocabulary learning, Assumption UniversityThis study investigates the undergraduates’ attitudes, motivation, and learning difficulties in using mobile devices via vocabulary learning. The participants of this research are full-time undergraduates studying at Suvarnabhumi Campus, Assumption University (AU). This study used a mixed-method and focused on the exploratory design. For the questionnaire survey, 200 participants were selected using convenience sampling from the population. For the semi-structured interview, 15 participants were selected by using simple random sampling. The findings indicated that although 100% of the participants have mobile devices, some still used a traditional method, and the most popular vocabulary applications are Duolingo and BaiCiZhan. Also, students’ attitudes toward using mobile devices were HIGH as the overall mean score (M) = 3.68. The indication is that students have positive attitudes towards using mobile devices at Assumption University. Moreover, students’ motivation towards using mobile devices in AU is also HIGH. The overall mean score (M) = 3.68. As suggested, AU students are highly motivated to use mobile devices in teaching and learning. Lastly, students’ difficulties with using mobile devices are MODERATE, with the overall mean score (M) = 2.76. This can be interpreted those students were having moderate difficulties with using mobile devices. Based on the findings, a few pedagogical implications were discussed, and recommendations for students and teachers were suggested to foster mobile vocabulary learning in the English language classroom.
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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.