Browsing by Subject "Motivation for learning"
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ItemA comparative study of motivation for and situational interest in learning Chinese as a foreign language among Thai upper elementary school studentsPurpose: The purpose of this study was to determine whether there was a significant difference in motivation for and situational interest in learning Chinese as a foreign language (CFL) among Grades 4-6 students at an international school in Bangkok. Research design, data and methodology: In order to accomplish this purpose, a quantitative comparative research design was employed on 36 students from Grade 4, 31 students from Grade 5, and 32 students from Grade 6 enrolled in an international school in Bangkok, in the academic school year 2021- 2022. Motivation-related data were gathered through administering the Motivation for Learning Chinese Questionnaire (MLCQ), adapted from Gardner (2010), while the situational interest scale was measured using the Situational Interest Scale (SIS), adopted from Chen et al. (1999). Results: The overall level of motivation for learning in CFL of the participants, regardless of their grade, was partially high and was numerically very similar across grades, whereas the overall level of situational interest in learning CFL was moderate regardless of the grade, and numerically dropped in Grade 6. Moreover, there was no statistically significant difference in either motivation for or situational interest in learning CFL among Grade 4, Grade 5, and Grade 6 students at the target school. Conclusions: The results indicate that being enrolled in either Grade 4, 5 or 6 at the target school appears to have no statistical effect on the participants’ motivation for and situational interest in learning CFL.
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ItemA correlational study of intensive English program students’ perceptions of teacher rapport and delivery, motivation for learning and academic achievement in the intensive English class at the institute of liberal arts and sciences, Maijayang, Kachin State, Myanmar(Bangkok : Assumption University Press, 2022) Pan, Sut Ngai Htoi ; Gonzalez, Orlando Rafael GonzalezThis quantitative study aimed to investigate whether there was a significant relationship of students’ perceptions of teacher rapport and delivery, motivation for learning, and academic achievement in the Intensive English Program at the Institute of Liberal Arts and Sciences, Myanmar. The population comprised of 48 students in the Intensive English Program (IEP) during the academic year of 2019-2020. The research instruments were the Students’ Perceptions of Teacher Rapport and Delivery Questionnaire (SPTRDQ; Barnes & Lock, 2013), the Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL; Gardner, 2010), and the Intensive English examination. Data collection was analyzed by using descriptive statistics and multiple correlation coefficients. The research findings indicated that the students perceived teacher rapport and delivery in the Intensive English class as good, and their motivation for learning EFL was high. The IEP students were found to have good academic achievement. The results from the correlational analysis revealed significant, moderately strong multiple linear relationships of students’ perception of teacher delivery and motivation for learning EFL with their academic achievement in the Intensive English class, whereas no significant relationship was found between participants’ perception of teacher rapport and their academic achievement.
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ItemA comparative study of adult Learners’ motivation for learning English as a foreign language according to their instruction by single or multiple instructors at Geos Language Centre, ThailandThe purpose of this quantitative study was to compare adult learners’ motivation for learning English as a foreign language according to their instruction by either a single instructor or by multiple instructors over a period of six weeks at Geos Language Centre in Bangkok, Thailand. The sample population of this study consisted of 67 adult-learner students enrolled in private English as a foreign language courses during the period of April to July 2020. These students comprised two groups under investigation during the period of this study: 1) Those who received instruction from a single instructor, and 2) Those who received instruction from multiple instructors. The Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL), adapted from the Attitude / Motivation Test Battery (AMTB) by Gardner (2004), was used to measure the level of adult learners’ motivation for learning English as a foreign language (EFL). Descriptive statistics (means and standard deviations) were calculated, and statistical hypothesis testing (comparative analysis using paired samples t-tests and an independent samples t-test) was performed from data collected to pursue the research objectives and accept or reject the research hypotheses of this study. The research findings did not indicate that there was a statistically significant difference in the gain in motivation for learning English as a foreign language over a six-week period of study between adult learners who studied with a single instructor and adult learners who studied with multiple instructors. Recommendations for adult learners and instructors of English as a foreign language and language institute administrators and future researchers are provided.
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ItemA comparative study of grade 12 students' motivation for learning science and social science according to gender at Escola Secundaria 5 de Maio in Dili, Timor-LesteIn the learning process, motivation is considered as the main component that encourages learning activity and empowers the process of learning to achieve learning goals. Motivation itself includes one's sense of intrinsic and extrinsic goal orientation, the impression and value of task, control of learning beliefs and self-Cognitive Theory of Motivation for learning. Although the gender gap continues to exist in all aspects of life, in education several studies on motivation for learning showed that the gender gap is gradually decreasing in the learning of science and social science. This research aimed to find out the level of grade 12 students' motivation for learning science and social science and to investigate that if there was any significant difference according to their gender at Escola Secundaria 5 de Maio in Dili, timor-Leste. The participants were 226 students among 537 students majoring in science and social science. This study utilized a questionnaire as the instrument for data collection and the collected data were analyzed by frequency, percentage, mean, standard deviation, and independent samples t-test. The research findings indicated that the level of students' motivation for learning science and social science was very high. Also, there was no significant difference between male and female students' motivation for learning science and social science. The students also showed high average of overall motivation scales. The paper concludes with recommendations for practice and for future research.
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ItemA comparative study of Grade 2 students’ motivation for learning English as a foreign language under game-based learning method and teacher-centered learning method at a Demonstration school, Bangkok, ThailandThe purpose of this study was to compare students’ motivation for learning English as a foreign language under game-based learning method and teacher-centered learning method of Grade 2 students at a Demonstration school, Bangkok, Thailand. This research study involved five objectives which included; Grade 2 students’ motivation level for learning English as a foreign language under game-based learning method and teacher-centered learning method in pre-test and post-test. The significant difference in Grade 2 students’ motivation level for learning English as a foreign language under teacher-centered and game-based learning method between pre-test and post-test individually and finally comparing the significant difference in Grade 2 students’ motivation level for learning English as a foreign language under game-based learning method and teacher-centered learning method between pre-test and post-test. The data were collected by using the pre-test and post-test. The scores were analyzed by means, paired samples t-test and independent samples t-test. The finding of the study showed that, students motivation level in game-based learning method was higher than the students in the teacher–centered learning method in Grade 2 of the Demonstration school, Bangkok, Thailand. The study demonstrated the effectiveness of learning English as a foreign language under game-based learning method. Recommendations have been suggested for the school, teachers and the future researchers.
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ItemA comparative study of students' motivation for learning social studies according to their preferences for instructional strategies at the Escola Secundaria Catolica de Sao Jose Operario in Dili, Timor-Leste(Digital Production Press, Assumption University, 2016) Gama, Gaspar Florindo Noronha ; Lynch, RichardThis research was conducted at the Escola Secundaria Catolica de Sao Jose Operario in Dili, Timor-Leste in the school year 2014. The purposes were: 1) to determine the level of students' motivation for learning social studies; 2) to determine the students' preferences among five instructional strategies; 3) to compare the students' motivation for learning social studies according to their preferences for instructional strategies. This study used a questionnaire, including 5 motivation subscales (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy for learning & performance), and 5 instructional strategies subscales (direct instruction, indirect instruction, experiential learning, independent study, and interactive instruction). The sample was 178 students in grade 10 and grade 11. The findings indicated that motivation was high overall in both grade 10 and grade 11, and that the students' most preferred instructional strategies were direct instruction, interactive instruction and independent study. There was no significant difference between students' motivation for learning social studies and their preferences for instructional strategies. The article concludes with recommendations for both practice and future research.
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ItemA correlational-comparative study of burmese high school students’ motivation and academic achievement in English as a foreign language classThe purpose of this quantitative study was to determine whether there was a significant relationship between motivation for learning English as a foreign language (EFL) and English academic achievement, and a significant difference in motivation for learning EFL, in terms of motivational intensity, desire to learn English, and attitudes toward learning English, between Grades 10 and 11 students at Mungmyit Sinli IDPs High School, Kachin State, Myanmar. A total of 225 students participated in this study. Motivation-related data were gathered through administering a survey questionnaire adapted from the international version of Gardner’s (2010) Attitude/Motivation Test Battery, while the English students’ monthly test scores were considered to measure participants’ English academic achievement. From the statistical analysis of the collected data, it was found that there was no significant relationship between Grade 10 students’ motivational intensity and desire to learn for learning EFL with their English academic achievement, while their attitudes toward learning English were found to have a significantly weak relationship with their English academic achievement. On the other hand, the results revealed that there was no significant relationship between Grade 11 students’ motivational intensity, desire to learn English and attitudes toward learning English with their English academic achievement. Besides, it was also found that there was a significant difference in motivational intensity between Grade 10 and Grade 11 students, while no significant difference was found in their desire to learn English and attitudes toward learning English. Based on these findings, recommendations for teachers, students, school administrators and future researchers are provided.
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ItemA correlative study of motivation for learning Chinese according to academic achievement and parental encouragement among grade four to grade six students at Ladprao Bilingual School (LBS), Bangkok, ThailandParental encouragement has been shown to have a positive relationship with students' learning motivation and their academic achievement. This study examined the level of the students' Chinese learning motivation, the student's perception of parental encouragement and the relationship among parental encouragement, Chinese learning motivation and academic achievement. The researcher used a questionnaire as the main instrument for data collection. One hundred and thirteen students at Ladprao Bilingual School (LBS) grades four to six in the academic year 2014 participated in this study. The collected data were analyzed by mean, standard deviation, and Pearson-Moment Correlation. The findings indicated that the level of the students' Chinese learning motivation was high. Also, the students had a relatively high level of the perception of parental encouragement. The findings showed that a significant relationship existed among the students' Chinese learning motivation and academic achievement, students' perception of parental encouragement and Chinese learning motivation, students' perception of parental encouragement and academic achievement. Recommendations for both practice and future research are provided.