Motivational Factors for Learning English as a Second Language Acquisition in Canada

Khan, Shahla Sattar; Takkaç, Mehmet

doi:10.5539/hes.v11n1p160

Cited by 11 publications

(8 citation statements)

References 17 publications

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“…It can be claimed that learning English can help you pursue and retain more career opportunities when the global markets and customers around the world are considered (Ashrafuzzaman, et al, 2021). Many of the students no matter their nationality consider language aka English in this case is important for their future career and to get a good job (Khan & Takkac, 2021;Ye, 2021).…”

Section: Discussionmentioning

confidence: 99%

Investigation of the Relationship Between Computer Programs and Foreign Language Used in Graphic Design Process

Yazici

Hayta

2021

Yıldız Journal of Art and Design

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The rapid development of technology has brought the formation of new applications and techniques in our lives. These formations also played an important role in creation of designs in the computer environment and the emergence of digital design understanding in the field of graphic design. Thus, computer-aided design education has become an important obligation for students to prepare for the sector, complete their professional development, and adapt to technological life. The programs in the design process are foreign-origin software and they are used in English in the industry. This situation has made foreign language education a necessity for students to learn, use, and follow technological innovations. Active employment of English in education facilitates students' interaction with the global environment and it enables them to follow universal design principles, professional developments, and leading designers. The study was designed in a document analysis model. The documents of the university programs are examined by two different researchers who have a doctorate degree on Graphic Design and have experience of 12 years teaching. The results of the study show that; the prerequisite to use the programs is to know the language of the program. The original applications `language is English and the instructors must explain the functions of the items and then teach how to use it while designing a product. The copies of the original products are not preferred by the school and the students uploading these versions still need to know the English terms because the Turkish translation of the programs is very poor in terms of language quality. Besides the sector demands to know English rather than the Turkish language. It is found that teaching-learning activities on design lessons will be more fruitful if the students have a vocational language lesson to learn the required terms. ÖZTeknolojinin hızlı gelişimi hayatımıza yeni uygulama ve tekniklerin oluşumunu getirmiştir. Bu oluşumlar, bilgisayar ortamında tasarımların oluşmasında ve grafik tasarım alanında dijital tasarım anlayışının ortaya çıkmasında da önemli rol oynadı. Böylelikle bilgisayar destekli tasarım eğitimi, öğrencilerin sektöre hazırlanmaları, mesleki gelişimlerini tamamlamaları

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Section: Discussionmentioning

confidence: 99%

Investigation of the Relationship Between Computer Programs and Foreign Language Used in Graphic Design Process

Yazici

Hayta

2021

Yıldız Journal of Art and Design

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“…Notably, the study found that students' motivation was significantly influenced by their school year and their parents' proficiency in English. Another cross-sectional quantitative study conducted by Khan and Takkac (2021) at a poly-cultural center in Canada. Their research had a dual purpose: first, to investigate the challenges encountered by new immigrants as they learned English, and second, to pinpoint the factors that inspired and motivated them.…”

Section: 3mentioning

confidence: 99%

Unveiling the Drive and Drift: Exploring Motivation and Sources of Burnout in ESL Learnings

AISYAH BINTI AZHARI,

BINTI ZAMRI,

MOHD DAUD

et al. 2023

IJARBSS

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Malaysia is one of the countries that teaches English as a second language (ESL). Hence, English is important in students' education. Therefore, learners need to master all four skills where a lack of competence in one will have a direct impact on others. In order to make sure ESL learners can be motivated to learn English without facing any burnout, this study has been conducted. The objective of this study is to explore the perception of learners on their motivation and sources of burnout in the learning of ESL. The study employs a questionnaire to collect quantitative data. A rural of 124 participants from UiTM Selangor responded to the survey. The instrument used is a 5 Likert-scale survey and is rooted in Pintrich and De Groot (1990) and Campos et al. (2011). The survey has 3 sections. Section A has 3 items on the demographic profile, Section B has 24 items on motivation components and Section C has 16 items on burnout. The findings show that in terms of motivation, students are motivated to learn ESL, however, the students still have a feeling of emotional discomfort during examination. Students also experience a mix of exhaustion, emotional drainage, fatigue towards academic commitment as well as having negative feelings about English study tasks. The study also reveals that there is a positive relationship between motivation and sources of burnout when learning ESL. It is hoped that this study can benefit students who would like to study ESL as well as educators who would like to help their students in mastering ESL.

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“…Teachers' attitudes and perceptions of learning motivation are favorable, as they recognize the importance of motivation in developing students' English skills. Shahla and Takkac (2021) conducted research to identify impediments and determine what factors motivate new immigrants to learn English. From June to December 2018, a cross-sectional quantitative study was undertaken at a polycultural center in Canada.…”

Section: Related Studiesmentioning

confidence: 99%

Non-English Major Students ‘Motivation in English Classrooms: Evidence from a University Setting

Trang

2021

101

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In learning and teaching English as a foreign language, motivation is crucial to success. The purpose of this study is to discover whether non-English-majored students are motivated in learning English and to find out what factors can help motivate them to learn English. The study mainly employed a questionnaire which is developed and administered base on Khau and Thach (2021)’s framework to collect the data. It was delivered to 54 non-English-majored students who are at their third year of study at a public university in Ho Chi Minh City, Vietnam. The results highlighted various researches that have been conducted on the elements that influence motivation. The data showed that the participants’ motivation level is at medium rank. It could be inferred that these participants were motivated to learn English at university. The current study also found that students’ motivation was mainly affected by four factors which are teacher’s personality, teacher’s methodology, facilities for studying and classmates. The results of the study contribute to the field of motivation research in EFL setting.

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Motivational Factors for Learning English as a Second Language Acquisition in Canada

Cited by 11 publications

References 17 publications

Investigation of the Relationship Between Computer Programs and Foreign Language Used in Graphic Design Process

Investigation of the Relationship Between Computer Programs and Foreign Language Used in Graphic Design Process

Unveiling the Drive and Drift: Exploring Motivation and Sources of Burnout in ESL Learnings

Non-English Major Students ‘Motivation in English Classrooms: Evidence from a University Setting

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