Article Sidebar

Submitted
October 24, 2023
Published
November 30, 2023
Download
pdf
Statistic
Read Counter : 148 Download : 51

Main Article Content

Abstract

This study delves into Thai university students' motivation to learn English as a Foreign Language (EFL). The research involved 33 participants from a Thai research university, with 15 students from the Faculty of Engineering (EG) and 18 from the Faculty of Liberal Arts (LA). The main objectives were to (1) identify the primary motivation underlying students' willingness to learn English, (2) identify the differences in motivation between EG and LA students, and (3) verify that students' milieu has a role in their motivation. The study employed a questionnaire on attitudinal constructs—integrative and instrumental motivation. Additionally, three open-ended questions were used. Results revealed that (1) both student groups displayed higher scores in integrative motivation, (2) while no significant differences were observed in motivation underlying students' willingness to learn English, LA students exhibited higher scores in both motivations compared to EG students, and (3) milieu played a pivotal role in shaping students' motivation to learn English. Furthermore, this study has significant implications for educators, emphasizing the necessity of acknowledging and addressing students' unique motivations and goals across various majors. While both groups exhibit integrative motivation, instrumental motivation provides additional support.

Keywords

Engineering Liberal Arts milieu motivation Thai EFL university students

Article Details

License

Copyright (c) 2023 Muhammad Reza Hendrajaya

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Hendrajaya, M. R. (2023). Assessing English Learning Motivation among Thai University Students: A Cross-Faculty Perspective. Journal of English and Education (JEE), 9(2). https://doi.org/10.20885/jee.v9i2.31128
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Alhamami, M. (2019). Learners’ beliefs about language-learning abilities in face-to-face & online settings. International Journal of Educational Technology in Higher Education, 16(1), 31. https://doi.org/10.1186/s41239-019-0162-1
  2. Al-Malki, E. A. (2018). Perceptive Determination of Motivating and Demotivating Factors in Learning EFL Among Saudi Freshmen Studying at Taif University. International Journal of English Linguistics, 8(4), 289. https://doi.org/10.5539/ijel.v8n4p289
  3. Aripova, S. (2021). “STUDENTS’ MOTIVATION IN AUTONOMOUS LEARNING”. Psychology and Education Journal, 58(1), 4966–4971. https://doi.org/10.17762/pae.v58i1.1717
  4. Ashcroft, R. J., Garner, J., & Hadingham, O. (2018). Incidental vocabulary learning through watching movies. Australian Journal of Applied Linguistics, 1(3), 135–147. https://doi.org/10.29140/ajal.v1n3.89
  5. Ausubel, D. P., Stager, M., & Gaite, A. J. H. (1968). Retroactive facilitation in meaningful verbal learning. Journal of Educational Psychology, 59(4), 250–255. https://doi.org/10.1037/h0025943
  6. Baranovskaya, T. A., Khorokhorina, G. A., & Son, L. P. (2021). The effect of peer assessment on the quality of written performance in Distance English Language Learning (by the example of academic writing training course in Russian university). Proceedings of the 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning, 105–112. https://doi.org/10.1145/3450148.3450205
  7. Bonney, C. R., Cortina, K. S., Smith-Darden, J. P., & Fiori, K. L. (2008). Understanding strategies in foreign language learning: Are integrative and intrinsic motives distinct predictors? Learning and Individual Differences, 18(1), 1–10. https://doi.org/10.1016/j.lindif.2007.11.005
  8. Brown, H. D. (2021). Principles of language learning and teaching (7th ed.). Pearson Education.
  9. Chandio, S., Chandio, A., & Chandio, M. (2018, November). Investigation of the students motivation for learning English as secondary language: An empirical study.
  10. Clausen, H. B., & Andersson, V. (2020). Sharing experiences and the co-creation of knowledge through personal stories – tools for critical thinking: student perspectives. Staffordshire, 4(1).
  11. Clément, R., & Kruidenier, B. G. (1983). Orientations In Second Language Acquisition: I. The Effects Of Ethnic Ty, Milieu, And Target Language On Their Emergence. Language Learning, 33(3), 273–291. https://doi.org/10.1111/j.1467-1770.1983.tb00542.x
  12. Crystal, D. (2003). English as a Global Language. Cambridge University Press. https://doi.org/10.1017/CBO9780511486999
  13. Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer US. https://doi.org/10.1007/978-1-4899-2271-7
  14. Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511667343
  15. Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford University Press.
  16. Dung, D. T. H. (2020). Crucial Factors that Affect Vietnamese Undergraduate Students’ Motivation in Learning English as a Foreign Language. Universal Journal of Educational Research, 8(12B), 8068–8074. https://doi.org/10.13189/ujer.2020.082608
  17. Ekiz, S., & Kulmetov, Z. (2016). The Factors Affecting Learners’ Motivation in English Language Education. Journal of Foreign Language Education and Technology, 1. https://api.semanticscholar.org/CorpusID:151358220
  18. Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edward Arnold.
  19. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning. Newbury House Publishers.
  20. Grishnova, O., & Panaseiko, S. (2021). Knowledge Of English As An Asset Of Human Capital. Economics & Education, 6(4), 53–59. https://doi.org/10.30525/2500-946X/2021-4-8
  21. Hapsari, Y., & Ratri, D. P. (2014). Extensive Listening: Let Students Experience Learning By Optimizing The Use Of Authentic Materials. Jurnal Pendidikan Bahasa Dan Sastra, 14(2), 251. https://doi.org/10.17509/bs_jpbsp.v14i2.723
  22. He, W. (2016). An Empirical Study on Non-English Majors’ English Learning Motivation under Level-based English Teaching. Proceedings of the 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. https://doi.org/10.2991/icemaess-15.2016.236
  23. Hengsadeekul, C., Koul, R., & Kaewkuekool, S. (2014). Motivational orientation and preference for English-medium programs in Thailand. International Journal of Educational Research, 66, 35–44. https://doi.org/10.1016/j.ijer.2014.02.001
  24. Hong, Y. C., & Ganapathy, M. (2017). To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study. English Language Teaching, 10(9), 17. https://doi.org/10.5539/elt.v10n9p17
  25. Huitt, W. (2011). Motivation to Learn: An Overview. In Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/motivation/motivate.html.
  26. Ishag, A. (2021). Instrumental and Integrative Orientations in Second Language Learning among Sudanese Students. Vision: Journal for Language and Foreign Language Learning, 10(2), 133–146. https://doi.org/10.21580/vjv10i29582
  27. Kitjaroonchai, N. (2013). Motivation Toward English Language Learning of Students in Secondary and High Schools in Education Service Area Office 4, Saraburi Province, Thailand. International Journal of Language and Linguistics, 1(1), 22. https://doi.org/10.11648/j.ijll.20130101.14
  28. Kleinginna, P. R., & Kleinginna, A. M. (1981). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and Emotion, 5(4), 345–379. https://doi.org/10.1007/BF00992553
  29. Kormos, J., Kiddle, T., & Csizer, K. (2011). Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation. Applied Linguistics, 32(5), 495–516. https://doi.org/10.1093/applin/amr019
  30. Lawler, J., & Atmiyanandana, V. (2003). HRM in Thailand: a post-1997 update. Asia Pacific Business Review, 9(4), 165–185. https://doi.org/10.1080/13602380312331288760
  31. Long, C., Ming, Z., & Chen, L. (2013). The Study of Student Motivation on English Learning in Junior Middle School -- A Case Study of No.5 Middle School in Gejiu. English Language Teaching, 6(9). https://doi.org/10.5539/elt.v6n9p136
  32. Man, L., Bui, G., & Teng, M. F. (2018). From second language to third language learning. Australian Review of Applied Linguistics, 41(1), 61–90. https://doi.org/10.1075/aral.17051.man
  33. Martin, T. G., Martin, A. J., & Evans, P. (2017). Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students. School Psychology International, 38(2), 184–200. https://doi.org/10.1177/0143034316683765
  34. Masgoret, A. –M., & Gardner, R. C. (2003). Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates. Language Learning, 53(1), 123–163. https://doi.org/10.1111/1467-9922.00212
  35. Montero Perez, M., Peters, E., & Desmet, P. (2018). Vocabulary learning through viewing video: the effect of two enhancement techniques. Computer Assisted Language Learning, 31(1–2), 1–26. https://doi.org/10.1080/09588221.2017.1375960
  36. Nguyen, S. Van, & Habók, A. (2021). Vietnamese non-English-major students’ motivation to learn English: from activity theory perspective. Heliyon, 7(4), e06819. https://doi.org/10.1016/j.heliyon.2021.e06819
  37. Oller, J., Baca, L., & Vigil, F. (1977). Attitudes and Attained Proficiency in ESL: A Sociolinguistic Study of Mexican Americans in the Southwest. TESOL Quarterly, 11(2), 173. https://doi.org/10.2307/3585453
  38. Ordem, E. (2017). A Longitudinal Study of Motivation in Foreign and Second Language Learning Context. Journal of Education and Learning, 6(2), 334. https://doi.org/10.5539/jel.v6n2p334
  39. Otero, M. J. F., Moledo, M. L., Otero, A. G., & Rego, M. A. S. (2020). Students’ Mediator Variables in the Relationship between Family Involvement and Academic Performance: Effects of the Styles of Involvement. Psicología Educativa, 27(1), 85–92. https://doi.org/10.5093/psed2020a19
  40. Öztürk, G., & Gürbüz, N. (2013). The Impact of Gender on Foreign Language Speaking Anxiety and Motivation. Procedia - Social and Behavioral Sciences, 70, 654–665. https://doi.org/10.1016/j.sbspro.2013.01.106
  41. Peters, E., Heynen, E., & Puimège, E. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 63, 134–148. https://doi.org/10.1016/j.system.2016.10.002
  42. Phothongsunan, S. (2019). The Wider Social Context of School and Thai EFL University Learners. Arab World English Journal, 10(2), 29–39. https://doi.org/10.24093/awej/vol10no2.3
  43. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education : Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.
  44. Quinn, L., & Corry, M. (2002). Factors That Deter Faculty from Participating in Distance Education. Online Journal of Distance Learning Administration, V.
  45. Rasool, G., & Winke, P. (2019). Undergraduate students’ motivation to learn and attitudes towards English in multilingual Pakistan: A look at shifts in English as a world language. System, 82, 50–62. https://doi.org/10.1016/j.system.2019.02.015
  46. Rezaei, R., Banaruee, H., & Izadi, I. (2018). An Investigation into the EFL Milieu and Availability of Language Learning Opportunities to Iranian English Language Learners. 6.
  47. Riadil, I. G. (2020). Identifying Efl Students’ Motivation Towards Reading Activity To Enrich The Classroom Interaction In Elt Context. ELP (Journal of English Language Pedagogy), 5(2), 1–10. https://doi.org/10.36665/elp.v5i2.314
  48. Saville-Troike, M. (2005). Introducing Second Language Acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9780511808838
  49. Schriesheim, C. A., Solomon, E., & Kopelman, R. E. (1989). Grouped Versus Randomized Format: An Investigation of Scale Convergent and Discriminant Validity Using LISREL Confirmatory Factor Analysis. Applied Psychological Measurement, 13(1), 19–32. https://doi.org/10.1177/014662168901300103
  50. Svitlana, T. (2017). Overcoming Language Anxiety Among The English Language Learners: Psycho-Pedagogical Aspect. Science and Education, 23(7), 102–106. https://doi.org/10.24195/2414-4665-2017-7-16
  51. Taguchi, T., Magid, M., & Papi, M. (2009). 4. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study. In Motivation, Language Identity and the L2 Self (pp. 66–97). Multilingual Matters. https://doi.org/10.21832/9781847691293-005
  52. Taukebayeva, R. (2021). Some Ideas of the Phenomenon of Motivation in the Process of Studying English Language. Iasaýı Ýnıversıtetіnіń Habarshysy, 122(4), 94–106. https://doi.org/10.47526/2021-4/2664-0686.09
  53. Umida, K., Zarina, R., & Shahram, A. (2020). Characteristics, significance and role of motivation problms in foreign language learning. Asian Journal of Multidimensional Research (AJMR), 9(3), 61. https://doi.org/10.5958/2278-4853.2020.00059.2
  54. Wang, F. (2008). Motivation and English Achievement: An Exploratory and Confirmatory Factor Analysis of a New Measure for Chinese Students of English Learning. North American Journal of Psychology, 10, 633. https://api.semanticscholar.org/CorpusID:18514293
  55. Wang, Z. (1993). Factors That Affect Chinese EFL Learner’s Acquisition. https://api.semanticscholar.org/CorpusID:140353445
  56. Wu, W.-C. V., Marek, M., & Yen, L. L. (2012). Promotion of EFL Student Motivation, Confidence, and Satisfaction Via a Learning Spiral, Peer-Scaffolding, and CMC. International Journal of Computer-Assisted Language Learning and Teaching, 2(3), 54–75. https://doi.org/10.4018/ijcallt.2012070104
  57. Yu, B., & Downing, K. (2012). Determinants of international students’ adaptation: examining effects of integrative motivation, instrumental motivation and second language proficiency. Educational Studies, 38(4), 457–471. https://doi.org/10.1080/03055698.2011.643111
  58. Zhang, Dai, & Wang. (2020). Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment. Sustainability, 12(4), 1302. https://doi.org/10.3390/su12041302
  59. Zhao, L. (2012). Investigation into Motivation Types and Influences on Motivation: The Case of Chinese Non-English Majors. English Language Teaching, 5(3). https://doi.org/10.5539/elt.v5n3p100