Dynamic English Learning Motivation: From the Perspectives of Ninth Graders in an EFL Class

• Main Authors: Shu-cheng Lin, 林書正
• Other Authors: Huey-nah Cindy Chou
• Format: Others
• Language: en_US
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/97323514763944692336

碩士 === 靜宜大學 === 英國語文學系研究所 === 96 === Researchers, as well as teachers, have widely agreed that motivation plays a dominant role in language learning. With sufficient motivation, students are more likely to persist with efforts in the long-lasting and often tedious journey of acquiring and mastering a language. During the sustained language learning process, it should not come as a surprise that students frequently experience fluctuation in their learning motivation. Little attention, however, is paid to learning motivation from a temporal perspective. Therefore, the purpose of this study is to examine the dynamic nature of learning motivation by investigating the dominant motivation types at different stages of English learning and identifying factors that influence motivation. Twelve high school students in ninth grade and their teacher in central Taiwan participated in this study. The current study employed qualitative research methods. The data collection techniques were interviews, classroom observations, and videotaping. Three iterative interviews with the students were conducted to reveal their motivation and factors that interacted with it. Moreover, the students’ English performance and their attitudes towards learning English were reported by their teacher. In addition, classroom observations, videotaping, and prolonged engagement with the students were implemented to enhance the validity of the study. The results of the data analyses showed that intrinsic motivation and extrinsic motivation were more dominant at the pre-middle school stage of English learning. Instrumental motivation played an influential role at the stage of the seventh and eighth grades. During the ninth grade stage, required motivation was especially important. Additionally, a number of factors influencing the students’ motivation were unveiled. The factor of classroom activity was relatively influential at the pre-middle school stage. Two factors, the teacher who instructed the students and the students’ extracurricular experiences with English, had a noticeable effect on the students’ English learning at the seventh and eighth grades stage. Test stress was the overriding factor at the ninth grade stage. Major findings of the study suggest the existence of motivational changes either in certain motivation types or in general levels of motivation. Furthermore, intrinsic motivation appeared to be relatively stable compared with other types of motivation.