This study examined the motivation to learn English of Indonesian junior high school pupils, aged 13-14, in three distinct contexts: a metropolitan city, a provincial town, and a rural district. Utilizing Dornyei’s (2009) L2 motivational self-system as the theoretical framework, it employed a 50-item questionnaire to sample the views of 527 learners, and a C-test to measure their current proficiency in English. Motivation was found to be similar in strength and character in the two urban settings but significantly different in the rural setting. A positive view of the experience of learning English was the strongest predictor of both motivated learning behaviour and L2 proficiency, whereas the ideal L2 self was only a significant factor among the metropolitan group.

A self-system perspective on young adolescents' motivation to learn English in urban and rural settings.

This paper presents a case study of using blended learning to enhance students language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self‑study with valuable face‑to‑face interaction with a teacher. This study puts the spotlight on learning outcomes in an English for Specific Purposes (ESP) class in Thailand in which e‑learning strategies are used in parallel with traditional classroom language teaching methods of the four language learning skills. These skills are listening, speaking, reading and writing. The achievements and attitudes of students were compared between the control group and the experimental group to measure the potential of available technology to develop language skills and learner autonomy. The findings from this study show that online practice is directly beneficial to enhance the four language learning skills as well as autonomous learning and learner motivation.

/pdf/enhancing-students-language-skills-through-blended-learning-469204ywch.pdf

Enhancing Students' Language Skills through Blended Learning.

As English has increasingly become associated with social and economic power in the context of globalisation, there has been a growing concern regarding achievement gaps in English that appear to be correlated to learners’ socio-economic status (SES). The present study aims to examine how parents’ SES and their behaviours and beliefs about English education relate to their children’s English language learning, and how such relationships may differ across different grade levels. The participants were fourth-, sixth- and eighth-grade students who had learned English from the third-grade level (572 students in total) together with their parents in a medium-sized city in China. An extensive parental survey revealed that while parental beliefs about English education and their beliefs about their children’s success in acquiring English did not differ between different SES groups, their direct behaviours (such as providing direct assistance for their children to learn English) and their indirect behaviours (suc...

/pdf/parental-factors-and-early-english-education-as-a-foreign-4ynmz1isf1.pdf

Parental factors and early English education as a foreign language: a case study in Mainland China

A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language

This study aimed to investigate the English language learning motivation level of secondary and high schools students in Saraburi Province, and significant differences between the learning motivation of students with high academic achievement and that of other learners. A modified 20-item motivational survey adapted from Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) was administered to 266 secondary and high school students in Education Service Area Office 4, Saraburi Province. The study results indicated that the students had high levels of motivation - both integrative and instrumental - to learn the English language, albeit their instrumental motivation slightly outperformed their integrative motivation. The study also showed that there was a significant difference (P-Value = 0.007) at the level of 0.01 between the learning motivation of students with high academic achievement (GPA≥3.20) and that of other peers (GPA ˂3.20).

/pdf/motivation-toward-english-language-learning-of-students-in-3srp2e9mg0.pdf

Motivation Toward English Language Learning of Students in Secondary and High Schools in Education Service Area Office 4, Saraburi Province, Thailand

This paper explores the perceptions of senior high school pupils in Shanghai regarding their motivation towards learning English and their perceived influence on this of important others (parents, teachers and peers). The study is based on 610 questionnaire responses and 64 interviews. The findings indicate that their English learning motivation is dominated by life and career‐based reasons rather than intrinsic or integrative reasons. The influence of important others was perceived as being positive but small, with teachers being viewed as the most influential.

Shanghai pupils’ motivation towards learning English and the perceived influence of important others

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Shanghai pupils’ motivation towards learning English and the perceived influence of important others