This document contains 20 summaries of research papers or articles related to motivation in English language learning. The summaries cover a range of topics including the use of public speaking to motivate ESL learners, using video technology to promote second language acquisition, differences in motivation between ESL and EFL classrooms, relationships between self-efficacy strategies and motivation, using visual aids to enhance student interest, strategies for motivating reluctant learners, the role of effort and age in student motivation, intrinsic and extrinsic motivation, motivation among freshman students to learn specific language skills, teachers' motivational strategies, using guessing games to teach vocabulary, the effectiveness of cooperative learning on communicative ability, assessing quality of reading instruction, English language proficiency of pres
This document contains 20 summaries of research papers or articles related to motivation in English language learning. The summaries cover a range of topics including the use of public speaking to motivate ESL learners, using video technology to promote second language acquisition, differences in motivation between ESL and EFL classrooms, relationships between self-efficacy strategies and motivation, using visual aids to enhance student interest, strategies for motivating reluctant learners, the role of effort and age in student motivation, intrinsic and extrinsic motivation, motivation among freshman students to learn specific language skills, teachers' motivational strategies, using guessing games to teach vocabulary, the effectiveness of cooperative learning on communicative ability, assessing quality of reading instruction, English language proficiency of pres
This document contains 20 summaries of research papers or articles related to motivation in English language learning. The summaries cover a range of topics including the use of public speaking to motivate ESL learners, using video technology to promote second language acquisition, differences in motivation between ESL and EFL classrooms, relationships between self-efficacy strategies and motivation, using visual aids to enhance student interest, strategies for motivating reluctant learners, the role of effort and age in student motivation, intrinsic and extrinsic motivation, motivation among freshman students to learn specific language skills, teachers' motivational strategies, using guessing games to teach vocabulary, the effectiveness of cooperative learning on communicative ability, assessing quality of reading instruction, English language proficiency of pres
This document contains 20 summaries of research papers or articles related to motivation in English language learning. The summaries cover a range of topics including the use of public speaking to motivate ESL learners, using video technology to promote second language acquisition, differences in motivation between ESL and EFL classrooms, relationships between self-efficacy strategies and motivation, using visual aids to enhance student interest, strategies for motivating reluctant learners, the role of effort and age in student motivation, intrinsic and extrinsic motivation, motivation among freshman students to learn specific language skills, teachers' motivational strategies, using guessing games to teach vocabulary, the effectiveness of cooperative learning on communicative ability, assessing quality of reading instruction, English language proficiency of pres
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Maricris D. Reyes Mr.
Dexter Villamin
ETEEAP-EBEED Research Seminar
Annotations
1.Summary: Speaking skills in English is becoming more crucial in the globalization era. This paper would be discussing about the use of public speaking. Students would be able to overcome their fear in speaking English and improve their motivation level to speak.
Khoo Mun Yee, Dr. Mohamad Jafre Zainol Abidin (November 2014). The Use of Public Speaking in Motivating ESL Learners to Overcome Speech Anxiety
2.Summary: Inclusion of technology in the process of second language acquisition has always been a priority for both teachers and theoreticians. This paper reviews the current trends in using video-based language instruction in K-12 educational settings.
McNulty, Anastassia & Lazarevic, Bojan, (12/2012),BEST PRACTICES IN USING VIDEO TECHNOLOGY TO PROMOTE SECOND LANGUAGE ACQUISITION, 3, 49-61.
3.Summary: Research has shown that students in ESL versus EFL classrooms have different levels of motivation. In an EFL classroom, students are likely to have a higher intrinsic motivation because English is relevant to their daily lives. By being in the target language community, they have more opportunity to use English.
Krieger, Daniel (2012) Teaching ESL Versus EFL: Principles and Practices, 43,2
4.Summary: Study looked at relationship between self-efficacy-building strategies and motivation in an
adult intensive English programme in the U.S. Results show significant correlations between student use of self-efficiency strategies and improvement in self- efficiency and motivation.
Paul N Cave et.al, ( 30 May 2017),Motivational partnerships: increasing ESL student self- efficacy,72(1),83-96
5.Summary: This study aims to investigate the teachers perceptions on the use of visual aids as a motivational tool in enhancing students interest in reading literary texts. 52 English teachers from seven national secondary schools in Kapit, Sarawak, Malaysia were selected. The study suggests that it will be more interesting and precise if it includes student’s perceptions. Yunus et.al (28 May 2013), Using Visual Aids as a Motivational Tool in Enhancing Students Interest in Reading Literary Texts, 114-117
6.Summary: “Talk about the things that interest teens is a great way to establish rapport. You'll see a room full of eager, smiling faces when you connect with them.”
Pesce, Claudia How To Motivate ESL Students,The 10 Best Ways to Increase Teenage Student Motivation, https://busyteacher.org/3644-how-to-motivate-esl-students.html
7.Summary: Teachers and students should set goals and activities that are achievable, believable and measurable, Perez says. Students should vote for the learning goal they think is the most important, and there's no wrong answer, she says. Leave time for students to revisit the goal they set at the end of the day, she adds.
8.Summary: According to the interview responses, one representative view from a 19-year-old Chinese immigrant student stated, “I believe the older I am, the more I see effort important as a determining factor in my studies because the more I study, the more I can control my results. When I was young, I didn’t know how to achieve high scores because my study methods were not correct. I believe I have stronger confidence in myself now.” (YC, 71).
Dr. Wong, Ruth ( 2008), 3(2), Motivation to learn English and age differences:The case of Chinese immigrants,365-404,
https://files.eric.ed.gov/fulltext/ED504221.pdf
9.Summary: According to Brown (2000) and Gardner ( 1985), there are two basic types of motivation: integrative and instrumental. Intrinsic motivation refers to the motivation to engage in an activity because that activity is enjoyable to do. Extrinsiative motivation can turn out to be instrumental motivation if the L2 learner wants to integrate with L2 culture.
Alizadeh, Mitra (November 18, 2016), The Impact of Motivation on English Language Learning, Vol.1,1
http://ijreeonline.com/article-1-23-en.pdf
10.Summary: The study clearly showed that freshman students are intrinsically motivated to learn specific language skills such speaking and reading in their second language, English. This can be explained by the students' interest in speaking using the L2 with their peers and their peers. The study puts forward the reality that indeed, English is a prestigious language and that students will always be interested to learn this language.
Lucas. R. I. (2010). A Study on Intrinsic Motivation Factors in Second Language Learning among Selected Freshman Students. The Philippine ESL Journal, 4, 6-23. http://citeseerx.ist.psu.edu/viewdoc/download? doi=10.1.1.1065.3204&rep=rep1&type=pdf
11. Summary: This research aimed to investigate second language learners' motivation and learning of English in natural classroom settings. The teachers were found to employ a variety of motivational strategies, including autonomy-support and controlling styles.
Vibulphol, Jutarat, (2016), Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand, v9 n4 p64-75 https://eric.ed.gov/?id=EJ1092756
12. Summary: The method of the study was quasi experimental method. It was concluded that Ho was rejected and Ha was accepted. It is clear that teaching English vocabulary by using guessing game was effective to the fifth grade students.
Yuliani, Sri (Nov. 2, 2017), teaching English vocabulary by using guessing game to fifth grade students, vol 1, htps://jurnal.um-palembang.ac.id/englishcommunity/article/view/769
13. Summary: The study involved teaching the modalities of listening, reading, writing, and speaking with CL techniques to students not familiar with the CL approach. Pre and post testing (one group pretest-posttest design) were administered to assess increases in skills.
Dendup & Onthanee (Jan 2020), International Journal of Instruction, Effectiveness of Cooperative Learning on English Communicative Ability of 4th Grade Students in Bhutan, v13 n1 p255-266, https://eric.ed.gov/?id=EJ1239314
14.Summary: The goal of the measure was to assess the quality of reading instruction provided to first- grade English learners. We report the internal consistency reliability, interrater reliability, and the development of empirically derived subscales. We conclude with a presentation of the major themes and issues that emerged in the qualitative field notes.
Baker et al. Instructional Research Group in Long Beach, Volume: 26 issue: 4, page(s): 197-206
https://journals.sagepub.com/doi/abs/10.1177/07419325050260040201 15. Summary: Little is understood about the language proficiency of these teachers in their own context, says the study. It suggests benchmarks that address the kinds or levels of English language proficiency needed for its effective use would be useful.
Choo Goh & Pauline Swee (Nov 4, 2019), Preschool Teachers’ Perspectives on Using English Language to Teach, Vol 19
https://ejournal.ukm.my/gema/article/view/31362
16.Summary: Motivation is a complex psychological construct regarded as one of the determinant
factors in successful foreign language learning. One of the main objectives of many foreign language teachers is to increase student motivation.
Lasagabaster, David , Published online: (03 Nov 2010), English achievement and student motivation in CLIL and EFL settings, Pages 3-18
17. Summary: Study examined motivation constructs of students from 78 schools in Singapore. It found grade and gender differences in these constructs were significant.
SeeshingYeung et al. (11 March 2001), Primary and secondary students’ motivation in learning English: Grade and gender differences, Volume 36
18.Summary: Schools are crucial to students' language learning, so all English teachers should feel responsible for promoting its effective teaching. Too many of them rely on uninteresting textbooks that focus on grammatical structures.
C-K Cheung,(January 2001), ELT Journal: Issue 1The use of popular culture as a stimulus to motivate secondary students' English learning, Volume 55, Pages 55–61
19. Summary: Students' attitudes were mostly positive toward learning English. Singing songs and playing games were their favorite activities and they had an intrinsic motivation to learn English.
Asmali, Mehmet, Novitas-ROYAL (2017): Young Learners' Attitudes and Motivation to Learn English, v11 n1p53-68 https://eric.ed.gov/?id=EJ1167207 20.Summary: Study examined motivation to learn English of Indonesian junior high school pupils, 13–14 years of age. Motivation was found to be similar in strength and character in the two urban settings but significantly different in the rural setting.
Lamb, Martin , (03 August 2012), A Self System Perspective on Young Adolescents’ Motivation to Learn English in Urban and Rural Settings, Volume62, Issue4, Pages 997-1023
