E-ISBN: 978-967-16956-2-3
PENANG INTERNATIONAL CONFERENCE ON
MULTI-DISCIPLINARY RESEARCH (PICM 2019)
17 AUGUST 2019
BAYVIEW BEACH RESORT
PENANG, MALAYSIA
PUBLISHED BY:
ACADEMIA INDUSTRY NETWORKS
Published by:
Academia Industry Networks (002911676-U)
Kajang, Selangor, Malaysia
2
ACADEMIA INDUSTRY NETWORKS
Proceeding: Penang International Conference on Multi-Disciplinary
Research (PICM 2019)
Bayview Beach Resort, Penang, Malaysia
(E-ISBN: 978-967-16956-2-3)
MOTIVATION IN LANGUAGE LEARNING: HOW TO
SUCCEED IN KEEPING EFL LEARNERS MOTIVATED?
Urarat Parnrod1*
1
Faculty of Humanities and Social Sciences, Songkhla Rajabhat University, Songkhla, Thailand
*Corresponding Author: urarat.parnrod@gmail.com
________________________________________________________________________________________
Abstract: The study investigated the level of motivation of 52 EFL undergraduate students.
Attitude/ Motivation Test Battery (AMTB) developed by Gardner (2004), was used to collect
quantitative data for the study. Open-ended questions were also added to reveal the problems
the students encountered while learning and their preferred motivational teaching strategies
to keep them motivated in language learning. It is expected that the results of the study would
be used as a guideline for developing teaching methods, for example, designing an activity or
a task to suit English-major students or others in different majors with different levels of
motivation in order to boost the students’ effective learning, and balancing between the
students’ motivation and the course objectives.
Keywords: motivation, EFL undergraduate students
___________________________________________________________________________
1. Introduction
Although Thai students study English more than ten years, it was found that they still have
low English proficiency and achievement (Ministry of Education, 2008. Several possible
solutions have been proposed by researchers and educators (Williams & Burden, 1997;
Brown, 2000; Kullavanijaya, 2009; Asmali, 2017). Among those, ‘motivation’ is stated as an
effective factor to enhance learners for becoming successful in language learning (Gardner,
1985; 2004; Harmer, 2004). Therefore, the next section describes more information about
motivation and previous research relating to the students’ motivation.
2. Literature Review
2.1 Background of Motivation
Several researchers have defined ‘motivation’ in language learning context, for example, the
main factor which goes along with language aptitude and influence on success in learning a
foreign language in a classroom setting (Gardner, 1985); and a tool which can motivate us to
be moved to do something (Ryan & Deci, 2000, p.54). Among several definitions, motivation
is related to an effort and desire plus a positive attitude to achieve the goal of language
learning (Gardner, 1985).
Among different types of motivation describing different purposes for language learning,
Gardner’s theory (1985) was selected for the study because it could cover the possible
common reasons (i.e. using smoothly while interacting with the native speakers in the real
situation and having better job after graduating) for learning language Gardner (1985) stated
that “integrative and instrumental motivation represent the ultimate goals for achieving the
156
ACADEMIA INDUSTRY NETWORKS
Proceeding: Penang International Conference on Multi-Disciplinary
Research (PICM 2019)
Bayview Beach Resort, Penang, Malaysia
(E-ISBN: 978-967-16956-2-3)
more immediate goal of learning the second or foreign language” (p. 11. Integrative
Motivation is defined as a complex of attitudinal goal directed and motivational attributes
which motivate learners to learn language for communicating with people from different
cultures who speak that language” (Gardner & Lambert, 1972; Gardner, 1985, p.9). On the
other hand, instrumental motivation is the desire to learn a language because it would fulfill a
certain utilitarian goal or for functional reasons, such as getting a job, passing an
examination, and getting a higher salary (Gardner & Lambert, 1972). The next section
describes previous studies on motivation.
2.2 Related Studies
Previous studies related to motivation have generally been conducted over the time. A
number of researches will show below:
Wimolmas (2013) investigated the level of motivation, integrative and instrumental in
particular, of 30 first-year undergraduate students at an international institute of engineering
and technology in Thailand. Gardner’s Attitude/ Motivation Test Battery (AMTB) was
adapted to collect the data for the study. The findings showed that the students are relatively
“highly” motivated and found to be slightly more “instrumentally” motivated to learn
English.
Nasatorn (2015) explored i) the preferred classroom activities while learning English of 458
grade 9 Thai EFL secondary school students in Kalasin Primary Educational Service Area,
Office 2, in northeastern Thailand, and ii) the level of motivation of those students while
learning English. The Classroom Activities Questionnaire and Attitude/Motivation Test
Battery (AMTM) were used as the instruments for the study. The major results show that
grade 9 students preferred to participate in participation mode activities at a high level and
they have high instrumental orientation to learn English.
Khong, Hassan and Ramli (2017) identified the student motivation and gender differences in
learning Spanish as a foreign language in the Malaysian context. The participants for the
study were 448 students from Universiti Kuala Lumpur Malaysian Spanish Institute where
Spanish is a compulsory subject. The student motivation was measured by using
questionnaire based on Gardner’s social psychological model. The findings showed that the
students were highly motivated toward learning Spanish. No significant differences were
found between integrative and instrumental motivations and gender.
157
ACADEMIA INDUSTRY NETWORKS
Proceeding: Penang International Conference on Multi-Disciplinary
Research (PICM 2019)
Bayview Beach Resort, Penang, Malaysia
(E-ISBN: 978-967-16956-2-3)
3. Problem Statement
As presented above, although several studies focused on using quantitative method to identify
the level of motivation of the students, it was found that more studies were needed to show
in-depth information about the problems undergraduate students encounter while learning and
to reveal the students’ preferred motivational teaching strategies. Therefore, this study aimed
at investigating the students’ level of motivation, including their problems while learning and
their preferred motivational teaching strategies by addressing the questions below:
3.1 Research Questions:
1) What levels of motivation do SKRU ungraduated students have for language
learning?
2) What problems do the students encounter while learning language?
3) What motivational teaching strategies do the students prefer?
4. Method
For the study, 52 out of 56 undergraduate students (93%) were participants. They were the
first year students majoring in English at Songkhla Rajabhat University (SKRU) and their age
was between 19 and 21.
4.1 Data Collection
The Attitude/Motivation Test Battery (AMTB) developed by Gardner (2004) was used to
collect the data for the study. It is a questionnaire consisting of 12 domains and 104 subitems. Since the study mainly paid attention to developing teaching methods to succeed in
keeping the students motivated while learning language, the two domains, integrative
orientation (four items) and instrumental orientation (four items) (see example in Appendix
A) related to the students’ purposes for their language learning were the focus of the study.
With regard to identifying the students’ motivation in language learning, they were required
to choose the response (6, 5, 4, 3, 2, or 1) which best indicate the extent to which they agree
or disagree with each item. The criteria for the response are presented in Table.
Table 1: Criteria for Evaluation Motivation (Garder, 2004)
Level
Average Mean Scores
Scale
1
Low
1.00 – 3.09
2
Moderately disagree
3
Slightly disagree
4
Slightly agree
5
Moderately agree
6
Strongly agree
High
3.10 – 6.00
Description
Strongly disagree
In order to gain in-depth information, two open-ended questions were added in the
questionnaire to reveal problems and preferred activities while learning language.
158
ACADEMIA INDUSTRY NETWORKS
Proceeding: Penang International Conference on Multi-Disciplinary
Research (PICM 2019)
Bayview Beach Resort, Penang, Malaysia
(E-ISBN: 978-967-16956-2-3)
The questionnaire was translated into Thai and piloted on 10 SKRU students (excluding the
population for the study) to check their understanding of the items. After that, the
questionnaire was revised based on the comments from the pilot study and distributed to the
participants of the study.
As for the first part of the questionnaire, the quantitative data was analysed by using
descriptive statistics to show the proportion between the students having integrative
orientation and instrumental orientation. Regarding, the second part, the problems and
preferred activities presented by the students were categorized to show more detailed
information.
5. Results and Discussion
Research Question 1: What levels of motivation do SKRU ungraduated students have for
language learning?
The data obtained from the questionnaire showed the levels of motivation by 52 SKRU
undergraduate students in Table 2.
Table 2: SKRU Undergraduate Students’ Levels of Motivation
Motivation
1. Studying English is important because it will allow me to be more at ease with
people who speak English.
M
5.56
SD
0.75
Level
High
2. Studying English is important because I will need it for my career.
5.75
0.59
High
3. Studying English is important because it will allow me to meet and converse with
more and varied people.
5.65
0.62
High
4. Studying English is important because it will make me more educated.
5.52
0.73
High
5. Studying English is important because it will enable me to better understand and
appreciate the English way of life.
5.44
0.73
High
6. Studying English is important because it will be useful in getting a good job.
5.40
0.82
High
7. Studying English is important because I will be able to interact more easily with
speakers of English.
5.71
0.61
High
8. Studying English is important because other people will respect me more if I know
English.
4.98
1.11
High
Table 2 shows high level of motivation of the students for language learning. The highest
score (M = 5.75) from item 2, ‘Studying English is important because I will need it for my
career’, could explain that getting a job after graduating is the main goal which can motivate
the students to learn language.
To further consider the data, regarding integrative orientation (see Table 3), it was found that
item 3, ‘Studying English is important because it will allow me to meet and converse with
159
ACADEMIA INDUSTRY NETWORKS
Proceeding: Penang International Conference on Multi-Disciplinary
Research (PICM 2019)
Bayview Beach Resort, Penang, Malaysia
(E-ISBN: 978-967-16956-2-3)
more and varied people’, got the highest score (M = 5.65). That would reflect that the students
think that English could be a gate to lead them to the wider world through interacting with
people from different contexts. Whereas, the highest score for instrumental orientation (see
Table 4) was presented above.
Table 3: Integrative Orientation of SKRU Undergraduate Students
Motivation
1. Studying English is important because it will allow me to be more at ease with
people who speak English.
M
5.56
SD
0.75
Level
High
3. Studying English is important because it will allow me to meet and converse with
more and varied people.
5.65
0.62
High
5. Studying English is important because it will enable me to better understand and
appreciate the English way of life.
5.44
0.73
High
7. Studying English is important because I will be able to interact more easily with
speakers of English.
5.71
0.61
High
Table 4: Instrumental Orientation of SKRU Undergraduate Students
Motivation
2. Studying English is important because I will need it for my career.
M
5.75
SD
0.59
Level
High
4. Studying English is important because it will make me more educated.
5.52
0.73
High
6. Studying English is important because it will be useful in getting a good job.
5.40
0.82
High
8. Studying English is important because other people will respect me more if I know
English.
4.98
1.11
High
Research Question 2: What problems do the students encounter while learning language?
The problems raised by the students are summarized below:
 The students are anxious about their language skills, especially listening,
speaking, and grammar skills.
 The teaching methods are not interesting and cannot enhance them understand
the lesson.
 The students have prior knowledge about the lesson. They are bored when they
feel that they do not gain the more or new knowledge.
 The materials and activities are not interesting.
Research Question 3: What motivational teaching strategies do the students prefer?
Motivational teaching strategies which the students prefer are summarized as the following:
 connecting the lesson to their interests outside the class, such as their favourite
songs and movies;
160
ACADEMIA INDUSTRY NETWORKS





Proceeding: Penang International Conference on Multi-Disciplinary
Research (PICM 2019)
Bayview Beach Resort, Penang, Malaysia
(E-ISBN: 978-967-16956-2-3)
requiring to work in pairs and in groups to enhance them learn and share
knowledge together;
creating the situations in which they can get involved in learning process and
gain more opportunities to practice;
integrating interesting material and technology to keep them motivated;
providing opportunities for their meaningful output, such as speaking to the
native speakers in the real situations, do activities with exchange students and
hosting exchange students; and
re-checking their understanding about the lesson.
The findings of the study are similar to those of previous studies (Wong, 2011; Wimolmas,
2013; Nasatorn, 2015) which showed that all items in integrative and instrumental
orientations are rated at a high level. Also, the data obtained added the detailed information
about the problems undergraduate students encounter while learning and the students’
preferred motivational teaching strategies.
6. Conclusion
The findings of the study showed that all items in integrative and instrumental orientations
which were rated by first-year undergraduate students majoring in English at Songkhla
Rajabhat University are at a high level. It was also found that i) language background,
listening, speaking and grammar skills in particular, ii) teaching methods, iii) the content, and
iv) materials/ activities are problematic while the students are learning language. Besides, the
students revealed their preferred motivational teaching strategies which could keep them
motivated for learning language. Those cover i) connecting the lesson to their interests
outside the class, ii) requiring to work in pairs and in groups, iii) creating the situations which
can stimulate the students involve in learning process, iv) integrating interesting material and
technology, v) providing opportunities for the students’ meaningful output, and vi)
rechecking the students’ understanding about the lesson.
Based on the task-based learning framework developed by Willis (1996), three phases, pretask, task-cycle, and language focus, are proposed. If the teachers know the objectives of each
phase, they would make beneficial from the results of the study to suit each objective of the
three phases. Consequently, they could design their teaching to keep the students motivated
successfully.
Regarding pre-task phase, it aims at giving clear detailed instruction. Then the teachers
should provide the clear objectives of the lesson, motivate the students to learn by connecting
the content of the lesson to what they are familiar with, and explain how the students can gain
benefits from learning or doing activities about the lesson.
Task cycle phase involves students using language in various circumstances and sharing their
output to each other. As for this phase, the teachers should require the students to work in
pairs or in groups and allow them to freely choose the ones to work with. That would be an
alternative to reduce their anxiety while sharing the knowledge in order to produce the new
one. As for this phase, the teacher should also take the role as a ‘facilitator’ to check whether
the students understand what they are doing and are on the track. In case the students
misunderstand or get lost, the teacher would get them back in time. Also, the teachers could
161
ACADEMIA INDUSTRY NETWORKS
Proceeding: Penang International Conference on Multi-Disciplinary
Research (PICM 2019)
Bayview Beach Resort, Penang, Malaysia
(E-ISBN: 978-967-16956-2-3)
require the students to use language in the real situation, such as interviewing the foreigners
while visiting the famous attractions.
The last one, language focus phase, is related to the analysis and practice. The students have
an opportunity to ask questions about what they learned. In this phase, the teachers could
design material prepare online program, such as online quiz (i.e. EDMODO), to recheck the
students’ understand and online brainstorming (i.e. PADLET). Finally, wrapping up should
be added to summarize what the students already knew and what they learned more after
finishing the lesson. Making beneficial the knowledge the students learned to their real life
should be also provided,
In conclusion, exploring the several factors, such as the students’ major, prior knowledge in
language learning and environment setting, which could affect the level of the students’
motivation would be beneficial in terms of designing motivational teaching strategies.
However, more studies which investigated the relationship between the factors in language
learning and the level of the motivation and how some factors affect the level of the
motivation were needed.
References
Asmali, M. 92017). Young learners’ attitudes and motivation to learn English. NovitasROYAL (Research on Youth and Language), 11(1), 53-68.
Khong, H, Hassan, N. H., & Ramli, N. (2017). Motivation and gender differences in learning
Spanish as a foreign language in a Malaysian technical university. Malaysian Journal of
Learning and Instruction (MJLI), 14 (2), 59-83.
Brown, H. D. (2000). Principles of language learning and teaching. New York: Longman.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes
and motivation. London: Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language
learning. Rowley: Newbury House.
Gardner, R. C. (2004). Attitude/motivation test battery: International AMTB research project.
Retrieved from http://publish.uwo.ca/~gardner/docs/englishamtb.pdf
Harmer, J. (2004). The practice of English language teaching. London: Longman.
Khong, H, Hassan, N. H., & Ramli, N. (2017). Motivation and gender differences in learning
Spanish as a foreign language in a Malaysian technical university. Malaysian Journal of
Learning and Instruction (MJLI), 14 (2), 59-83.
Kullavanijaya, P. (2009). Basic information of teaching and learning, and the needs of
foreign language in Thailand. Bangkok: Chulalongkorn University Press Ministry of
Education. (2008). Basic education curriculum B.E. 2554 (A.D. 2001). Retrieved from
http://academic.obec.go.th/web/doc/d/147%E2%80%8E.
Nasatorn, M. (2015). An investigating of classroom activitiesss, motivation, and English
language learning strategies of secondary school students in Kalasin Primary
Educational Service Area Office 2 (Master of Arts thesis). Retrieved from
http://www.grad.mahidol.ac.th/grad/research/abstract_view.php?id=5537401&lang=th&
fac=75&prg=7501M&gp=5
162
ACADEMIA INDUSTRY NETWORKS
Proceeding: Penang International Conference on Multi-Disciplinary
Research (PICM 2019)
Bayview Beach Resort, Penang, Malaysia
(E-ISBN: 978-967-16956-2-3)
Ryan, R. M., and Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions
and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge:
Cambridge University Press.
Willis, J. (1996). A framework for task-based learning. Harlow: Longman.
Wimolmas, R. (2013). A Survey Study of Motivation in English Language Learning of First
Year Undergraduate Students at Sirindhorn International Institute of Technology (SIIT).
Proceedings in the 3rd International Conference on Foreign Language Teaching and
Learning, Thammasat University, Thailand.
Wong, Y. M. (2011). A study of instrumental and integrative motivations as factors
influencing UTAR third-year Chinese undergraduates in learning ESL (bachelor thesis).
Retrieved from UTAR Institutional Repository website: http://eprints.
utar.edu.my/266/1/EL-2011-0804353-1.pdf
Appendix A
THE ATTITUDE/MOTIVATION TEST BATTERY (AMTB)
No
Attitude/Motivation Test Battery
1
Studying English is important because it will allow me to be
more at ease with people who speak English.
2
Studying English is important because I will need it for my
career.
3
Studying English is important because it will allow me to
meet and converse with more and varied people.
4
Studying English is important because it will make me more
educated.
5
Studying English is important because it will enable me to
better understand and appreciate the English way of life.
6
Studying English is important because it will be useful in
getting a good job.
7
Studying English is important because I will be able to
interact more easily with speakers of English.
8
Studying English is important because other people will
respect me more if I know English.
163
1 2 3 4 5 6
ACADEMIA INDUSTRY NETWORKS
Proceeding: Penang International Conference on Multi-Disciplinary
Research (PICM 2019)
Bayview Beach Resort, Penang, Malaysia
(E-ISBN: 978-967-16956-2-3)
PENANG INTERNATIONAL CONFERENCE ON
MULTI-DISCIPLINARY RESEARCH (PICM 2019)
ORGANIZING COMMITTEE
Chairman
Financial
Administrative and
Secretarial
Editorial and
Technical Review
Dr. Safaie Mangir
Rohaida Hanum Mohd Hassan
Amirul Luqman
Hanisah Taib
Mohd Khairil Anuar
Muhammad Aminuddin
Muhamad Firdaus Razab
Dr. Bahiah A Malek
Dr. Izhal Abdul Halin
Dr. Lee Khai Loon
Dr. Mohd Yazid Md Taib
Dr. Yong Salmah Nasir
Dr. Zahari Abu Bakar
283
Universiti Teknologi Mara
Universiti Teknologi Mara
Universiti Putra Malaysia
Universiti Malaysia Pahang
Universiti Kuala Lumpur
Universiti Teknologi Mara
University Automotive DRB-HICOM
ACADEMIA INDUSTRY NETWORKS
Proceeding: Penang International Conference on Multi-Disciplinary
Research (PICM 2019)
Bayview Beach Resort, Penang, Malaysia
(E-ISBN: 978-967-16956-2-3)
Published by:
Academia Industry Networks
(002911676-U)
284