The Relationship Between Motivation Components and Preferred Learning Components among Students at International Univeristy of Sarajevo

Mulalic, Almasa; Obralic, Nudzejma

doi:10.21533/epiphany.v9i1.212

Cited by 5 publications

(6 citation statements)

References 9 publications

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“…Further, Mulalić and Obralic (2016) examined the relationship between motivational components and learning method preference among IUS students. The finding showed that extrinsic motivation was the most influential factor for the students.…”

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confidence: 99%

Language input, learning environment, and motivation of a successful EFL learner

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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The present study involved one EFL learner who was regarded as successful, not only of understanding second language acquisition theories but also of demonstrating exceptional language skills thus far. An in-depth semi-structured interview was administered with three key objectives – to identify features of language inputs that enable her to develop English skills, to investigate her situation of the learning environment, and to reveal her motivation in learning the language. The participant was a successful EFL learner who was determined by the excellent TOEFL score and performed an outstanding achievement in English proven by the academic transcript. The data were gathered by means of a semi-structured interview and analyzed through the transcription process, coding, and drawing the conclusion. The results indicated that joining an intensive class and integrating English in her daily activities had primarily contributed to her language skill improvement. While the physical environment slightly provided a conducive environment for learning English, her academic environment was steadily supporting her. In addition to the importance of English in her future, the participant was successful in keeping her motivation to learn the language. These findings could contribute to a better understanding of how Indonesian EFL learners successfully acquire a foreign language.

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confidence: 99%

Language input, learning environment, and motivation of a successful EFL learner

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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“…While the traditional model of teaching, which involves the transfer of information through questions and answers, can be effective for certain types of content, it's important to recognize that motivation still plays a crucial role even in this context. Mulalić and Obralic (2016) emphasised that teachers are lacking elements of curiosity, relevance, and real-world application into their instructional approach, especially when learning a foreign language. They, then, may not be able to recognise the role and dynamics of motivation in the students' educational experience.…”

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confidence: 99%

Is There A Relationship Between Motivational Components in Foreign Language Learning?

Ibrahim,

Azhari,

Aziz

et al. 2024

IJARBSS

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Motivation is the main determining factor to ensure successful achievement in foreign language acquisition. Ever since influential Canadian Psychologists, Gardner and Lambert introduced the term motivation in foreign and second language learning in 1959, numerous researchers investigated the nature of motivation, however, the area on relationships between motivational components is still understudied until now, especially in foreign language acquisition area. A random sampling of 131 participants from a public university in Malaysia responded to the survey. This quantitative study attempted to explore the relationships between motivational components, which have been identified as value components, expectancy components and affective components. Motivational scale by Pintrich & De Groot (1990) is used to compose the questionnaire, which examined the students' motives in learning foreign language. The learners answered four sections, consist of Demographic Profile, Value Components, Expectancy Components and Affective Components by using a 5-point Likert scale survey. Analysis by using SPSS has been done to discover results in the form of mean scores and correlations scores. The findings revealed that the three motivational components have strong relations with students' motivation. Additionally, the correlation analyses revealed interesting discoveries; Value and expectancy components showed favourable correlations, whereas there were negative correlations between expectancy and affective components and also between value and affective components. These findings are useful for teachers and curriculum writers since contribution of this study will clearly provide teachers and curriculum writers the foundation ideas to design and produce authentic lesson plans. The implementation of ideas from this study will

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“…Motivation is a significant factor in FL learning as it sustains learners' interests during learning process. Besides that, an effective language acquisition can be achieved if learner's preferences with classroom activities and motivation in English language learning are matched (Mulalic & Obralic 2016). Due to its importance, motivation in FL learning has been investigated in several studies (Cerqueira & Badger 2015;Dörnyei & Csizér 2002;Juriševič & Pižorn 2013).…”

Section: B Factors Influencing Foreign Language (Fl) Learning Motivamentioning

confidence: 99%

Motivational Factors to Learn English among University Students in An Urban Area

Adara

2019

Sukma J. Ed.

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Motivation can be considered as one of influential factors in foreign language (FL) learning as it helps to sustain learner’s interest during long and tedious learning process of FL. According to Deci and Ryan (2000), motivation can be categorized into two types; intrinsic and extrinsic motivation. The present study aims to investigate intrinsic and extrinsic motivational factors of a group of university students in an urban area to learn English. The present study applied a mixed method approach by administering a set of questionnaires and interviews. In addition to a relatively high level of motivation among the participants, the findings of present study show an interest in English language skills and positive attitudes to native speakers of English, English speaking countries, and English learning as intrinsic motivational factors to learn English. On the other hand, the chances of getting better jobs and personal development as extrinsic factors which motivate students to learn English. The present study recommends English teachers as well as educational institutions to provide teaching and learning materials which suited to improve students’ motivation.

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The Relationship Between Motivation Components and Preferred Learning Components among Students at International Univeristy of Sarajevo

Cited by 5 publications

References 9 publications

Language input, learning environment, and motivation of a successful EFL learner

Language input, learning environment, and motivation of a successful EFL learner

Is There A Relationship Between Motivational Components in Foreign Language Learning?

Motivational Factors to Learn English among University Students in An Urban Area

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