The relationship of motivation and perceived parental encouragement with English oral skills achievement of Grades 6 to 8 students at KPIS International School, Bangkok
The relationship of motivation and perceived parental encouragement with English oral skills achievement of Grades 6 to 8 students at KPIS International School, Bangkok
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2018
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Assumption University Press
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eng
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14 pages
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Scholar: Human Sciences 10, 2 (August-December 2018), 249-262
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Abstract
The purpose of this study was to determine the level of KPIS International
School Grades 6-8 students’ motivation, perceived parental encouragement and
achievement in learning English oral skills as well as their relationship with each other.
A motivation questionnaire was used to collect data from 81 Grades 6-8 students
studying Language Arts in the academic year 2016 - 2017 at KPIS International School.
Means, standard deviations, multiple correlation coefficient and multiple linear
regression were used to analyze the data. The findings showed that the respondents had
a slightly high level of motivation, perceived parental encouragement and English oral
skills achievement. Amongst the subscale of motivation, students were mostly
motivated integratively, followed by instrumentally and were least motivated by their
attitudes to the learning situation. The relationships among the variables were
investigated and it was found that all three had significant positive relationships with
each other. Between motivation and perceived parental encouragement, motivation had
a stronger relationship and could explain a higher percentage of variance of English
oral skills achievement.
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