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Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning

Second language learning motivation is often analyzed as a multidimensional construct involving learner’s images of their individual selves and complex statistical measures. While many of these analysis have deepened understanding of various cognitive and affective factors influe...

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Main Authors: Shanthi, Nadarajan, Nurulhuzaiman, Hussain, Damien, Mikeng
Format: Article
Language:English
Published: IJELTAL 2020
Subjects:
L Education (General)
PE English
Online Access:http://ir.unimas.my/id/eprint/34190/1/Shanthi.pdf
http://ir.unimas.my/id/eprint/34190/
http://www.ijeltal.org
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spelling my.unimas.ir.341902023-10-20T02:49:05Z http://ir.unimas.my/id/eprint/34190/ Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning Shanthi, Nadarajan Nurulhuzaiman, Hussain Damien, Mikeng L Education (General) PE English Second language learning motivation is often analyzed as a multidimensional construct involving learner’s images of their individual selves and complex statistical measures. While many of these analysis have deepened understanding of various cognitive and affective factors influencing language learner behavior, research investigating the different motivation factors that combine learner types remains scarce. Involving 78 Malaysian undergraduates from a University in East Malaysia taking a proficiency course, the study looked at learner motivation in relation to L2 motivational dimensions, classroom factors and learning goals. An exploratory cluster analysis identified 4 group motivational profiles: 1-motivated, 2-amotivated, 3-externally motivated and 4-self-determined. Initial data analysis found both learner images (the ideal L2 learner) and instrumental (Ought to L2 learner) as main factors influencing motivated learning behavior. The combined findings for learner confidence in the classroom and vitality of L2 speaker communities revealed that except for the extrinsically motivated communities (e.g. International Finance students), most students indicated learning as more meaningful if attention was given to their first language resources. Classroom activities that integrate first language resources have a positive influence on learner’s effort and willingness to invest while a strict L2-only perspective have a negative effect on learner motivation. Given the role of English for the digital world, L2 universities may benefit from including learners’ first language resources and experience for engaging and helping learners to perform academically. IJELTAL 2020 Article PeerReviewed text en http://ir.unimas.my/id/eprint/34190/1/Shanthi.pdf Shanthi, Nadarajan and Nurulhuzaiman, Hussain and Damien, Mikeng (2020) Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning. Indonesian Journal of English Language Teaching and Applied Linguistics, 4 (2). pp. 229-244. ISSN 2527-8746 http://www.ijeltal.org 10.21093/ijeltal.v4i2.466
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic L Education (General)
PE English
spellingShingle L Education (General)
PE English
Shanthi, Nadarajan
Nurulhuzaiman, Hussain
Damien, Mikeng
Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning
description Second language learning motivation is often analyzed as a multidimensional construct involving learner’s images of their individual selves and complex statistical measures. While many of these analysis have deepened understanding of various cognitive and affective factors influencing language learner behavior, research investigating the different motivation factors that combine learner types remains scarce. Involving 78 Malaysian undergraduates from a University in East Malaysia taking a proficiency course, the study looked at learner motivation in relation to L2 motivational dimensions, classroom factors and learning goals. An exploratory cluster analysis identified 4 group motivational profiles: 1-motivated, 2-amotivated, 3-externally motivated and 4-self-determined. Initial data analysis found both learner images (the ideal L2 learner) and instrumental (Ought to L2 learner) as main factors influencing motivated learning behavior. The combined findings for learner confidence in the classroom and vitality of L2 speaker communities revealed that except for the extrinsically motivated communities (e.g. International Finance students), most students indicated learning as more meaningful if attention was given to their first language resources. Classroom activities that integrate first language resources have a positive influence on learner’s effort and willingness to invest while a strict L2-only perspective have a negative effect on learner motivation. Given the role of English for the digital world, L2 universities may benefit from including learners’ first language resources and experience for engaging and helping learners to perform academically.
format Article
author Shanthi, Nadarajan
Nurulhuzaiman, Hussain
Damien, Mikeng
author_facet Shanthi, Nadarajan
Nurulhuzaiman, Hussain
Damien, Mikeng
author_sort Shanthi, Nadarajan
title Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning
title_short Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning
title_full Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning
title_fullStr Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning
title_full_unstemmed Motivation for Participating and Performing in English Classrooms: Between Self-images and Positioning
title_sort motivation for participating and performing in english classrooms: between self-images and positioning
publisher IJELTAL
publishDate 2020
url http://ir.unimas.my/id/eprint/34190/1/Shanthi.pdf
http://ir.unimas.my/id/eprint/34190/
http://www.ijeltal.org
_version_ 1781710312496431104
score 13.211869

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