The Motivation of Adult Second Language Learners of English in Classroom at a United Kingdom University (Britain)
DOI:
https://doi.org/10.59743/jaf.v3i1.226الكلمات المفتاحية:
motivation، second language learning، international students، pedagogy، socio-cultural contextالملخص
This study explores the motivation of adult second language learners of English. It reports on a three month study of forty participants who are at intermediate and upper intermediate levels in second language learning. It was conducted in International Study Centre at a UK University in the classroom environment. Mixed methods of research: quantitative and qualitative approaches were used in order to triangulate data. Multiple techniques were also used to collect data: questionnaires, semi-structured interviews, and observation. There were three main aims: (1) to highlight types of motivation that influence second language learners, (2) to explore how a teacher might enhance students’ motivation, and (3) to analyse the impact of motivation on second language students. The findings are organised into four themes: reasons for learning English; teaching and learning in the classroom; assessment and feedback, and, finally, socio-cultural context. The results show that a significant percentage 55% out of 40 students indicated that they learn English for communication purposes and because they are interested in English culture. Approximately 25% of participants study English to get a job, or to pass exam. A small number of respondents mentioned that they study English because English is a global language while over 7% of students have more than one reason for learning English. Further, evidence suggests teachers can motivate their students by putting them in pairs or small groups, raising discussion activity. By acting as a monitor, giving rewards and constructive feedback, and teachers can reward and concentrate on the socio-cultural context. The results of this study are offering teachers and syllabus designers a more optimistic way of dealing with students who appear to be lack of motivation.
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