scholarly journals Malaysian L2 learners’ English learning motivation: A study of goals, attitudes and self

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
K.S.N. Prasangani
Keyword(s):  
Social Goals ◽  
Self Concept ◽  
English Learning ◽  
Learning Behaviour ◽  
L2 Motivational Self System ◽  
English Learning Motivation ◽  
Malaysian Students ◽  
The Relationship ◽  
Behaviour Data ◽  
Self System

This paper investigates factors motivating Malaysian students to learn English through Dornyei’s (2009) construct of the L2 Motivational Self System. The purpose of the study is to examine the validity of self- concept (Ideal L2 and Ought to L2) in the L2 Motivational Self System and examine effect of learner social goals. Furthermore, the study aims to determine the relationship among L2 attitudes, social goals and motivated learning behaviour. Data were collected through a questionnaire survey conducted among 76 Malaysian undergraduates. The results of the study revealed a strong correlation between social goals and selves as well as social goals and motivated learning behaviour. There was a correlation between the L2 self and motivated learning, suggesting social interference to be an important factor for forming attitude.

scholarly journals Effectiveness Analysis of Edmodo-Based Blended English Learning Mode

2019 ◽  
Vol 14 (18) ◽  
pp. 64
Author(s):  
Shuting Cao ◽  
Haiyuan Liu
Keyword(s):  
Learning Effect ◽  
Learning Motivation ◽  
English Learning ◽  
Persistence Rate ◽  
Communication Ability ◽  
English Learning Motivation ◽  
Individual Self ◽  
External Learning ◽  
Motivation And Learning ◽  
The Relationship

This paper attempts to overcome the defects of traditional English learning mode, including poor real-time communication ability, heavy reliance on individual self-discipline, and undesirable learning effect. Drawing on the theories of English learning motivation, the author analyzed the relationship between learning motiva-tion and learning behavior in light of the Edmodo-based blended English learning mode, and put forward the English learning persistence rate formula, thus reveal-ing the correlations between learning cost, objective external learning environ-ment, learning motivation, and learning persistent rate. In addition, the English courses were made more pertinent according to the Ebbinghaus forgetting curve. The course test data were fitted and weighted, outputting intuitive curves on learning effect. The research results show that the Edmodo-based blended Eng-lish learning mode has a significant learning effect, and a guiding significance for English learning and English teaching reform.

scholarly journals Exploring Effects of the Second Language Motivational Self System on Chinese EFL Learners’ Willingness to Communicate in English and Implications for L2 Education

2021 ◽  
Vol 2 (4) ◽  
Author(s):  
Tianhao Li ◽  
Zhenqian Liu
Keyword(s):  
College Students ◽  
Learning Experience ◽  
Willingness To Communicate ◽  
English Learning ◽  
Chinese College Students ◽  
L2 Motivational Self System ◽  
Ideal L2 Self ◽  
High Level ◽  
Willingness To Use ◽  
Self System

This study explores how the three components of L2 motivational self-system (Ideal L2 self, Ought-to L2 self and Learning experience) influence Chinese college students’ willingness to communicate in English using a mixure of methods which include a questionnaire survey and individual interviews. Results show that Chinese college students’ ideal L2 self and learning experience would influence their L2 WTC significantly. Students who have a high level of ideal L2 self and more positive English learning experiences are more willing to use English to communicate inside and outside the classroom. Students’ ought-to L2 self has no significant correlation with their L2 WTC. Findings of the study offers some possible implications to improve Chinese college students’ low motivation in English learning and low willingness to use English to communicate.

scholarly journals Exploring the Relationship Between Learning Motivation and L2 WTC in an EFL Classroom Among Thai EFL Learners

2019 ◽  
Vol 12 (7) ◽  
pp. 33
Author(s):  
Xingxing Ma ◽  
Anchalee Wannaruk ◽  
Zhibin Lei
Keyword(s):  
Willingness To Communicate ◽  
Learning Motivation ◽  
English Learning ◽  
Efl Context ◽  
High Motivation ◽  
Instrumental Motivation ◽  
Asean Economic Community ◽  
English Learning Motivation ◽  
The University ◽  
The Relationship

The present study investigates the relationship between university learners’ English learning motivation and their willingness to communicate in English (L2 WTC) in EFL classroom under the big environment of Thailand joining the AEC (ASEAN Economic Community). By applying mixed methods, data is collected and the findings can be summarized as follows. Firstly, the university learners including males and females all have high motivation towards English learning, especially with higher instrumental motivation. Besides, the university learners in total have intermediate level on their willingness to communicate in English in EFL classrooms without significant gender difference. More than 50% of students are more willing to communicate in English with friends than with teachers for they believe that friends are easier to communicate and understand. Thirdly, university learners’ English learning motivation has strong positively correlation with their L2 WTC. In English learning motivation, instrumental motivation has stronger positively correlation with their L2 WTC than integrative counterpart and is better predictor of students’ L2 WTC in EFL classroom. These findings have implications for teachers teaching English in EFL context who should take the big environment in society and their distance with students into account, and shed some lights on the research of L2 WTC in the future.

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