A 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, Thailand
A 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, Thailand
au.link.externalLink | [Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/2722/2191) | |
dc.contributor.author | Shell, Me Bo | |
dc.contributor.author | Lynch, Richard | |
dc.date.accessioned | 2019-02-12T03:15:25Z | |
dc.date.available | 2019-02-12T03:15:25Z | |
dc.date.issued | 2018 | |
dc.description.abstract | This 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. | en_US |
dc.format.extent | 15 pages | en_US |
dc.format.mimetype | application/pdf | en_US |
dc.identifier.citation | Scholar: Human Sciences 10, 2 (August-December 2018), 59-73 | en_US |
dc.identifier.uri | https://repository.au.edu/handle/6623004553/21782 | |
dc.language.iso | eng | en_US |
dc.publisher | Assumption University Press | en_US |
dc.rights | This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner. | en_US |
dc.rights.holder | Assumption University | en_US |
dc.subject | Motivation | en_US |
dc.subject | Instructional strategies preferences | en_US |
dc.subject | English language as a foreign language | en_US |
dc.subject | Comparative study | en_US |
dc.subject | Pan-Asia International School | en_US |
dc.subject | High school level | en_US |
dc.title | A 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, Thailand | en_US |
dc.type | Text | en_US |
mods.genre | Journal Article | en_US |
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