The Role of Motivation in English Language Learning: An Evaluation of the Correlation between Student Motivation and Proficiency in English
Article Sidebar
Main Article Content
Abstract
The study seeks to test how student motivation interacts with English language skills among high school students. From the seminal models of motivation by Gardner's Socio-Educational Model to Dörnyei’s Process-Oriented Model, and from L2 Motivational Self System to the contemporary Dynamic Systems Theory, it has been critically postulated that language learning takes off from motivation. The total number of 450 students aged 16-18, then completing the modified form of the Attitude/Motivation Test Battery (AMTB), their level of proficiency in English defined on the Test of English as a Foreign Language (TOEFL). The result thus established a strong positive relationship between motivation and English proficiency (r = 0.68, p < 0.01), supporting the point that high motivation, in general, can indeed translate into better proficiency in a language. This study, therefore, as it provides even more strengthening of the need to promote motivation in English language teaching, avails great insights for educators and researchers within a continuously dynamic language-learning environment.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Research Studies in English Teaching and Learning (RSELTL) Journal adopts the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows for the free distribution and modification of the work, provided that the original author and source are credited. The CC BY 4.0 license is designed to promote the dissemination of scholarly work while protecting the rights of authors.
Author Rights
Under the CC BY 4.0 license, authors retain extensive rights to their work, including but not limited to:
-
Ownership of Copyright: Authors maintain copyright ownership of their work, permitting them to deposit their work in institutional repositories, share their work as they deem appropriate, and publish their work elsewhere, provided that the original publication in RSELTL Journal is properly cited.
-
Use and Distribution: Authors are entitled to unlimited use and distribution of their own work for educational and scholarly purposes, as long as the original work is properly cited.
-
Adaptation and Derivatives: Authors have the right to adapt, modify, or create derivatives of their work, provided that the original work is properly cited, and the modifications do not misrepresent the original work.
User Rights
In accordance with the CC BY 4.0 license, users (readers, scholars, and researchers) are granted the following rights:
-
Access and Distribution: Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of articles published in RSELTL Journal without seeking prior permission from the publisher or the author, as long as the original work and authorship are properly cited.
-
Creation of Derivative Works: Users may adapt or create derivative works from the RSELTL Journal articles, provided that the original work is properly cited, and the derivative work is distributed under the same CC BY 4.0 license.
Responsibilities and Restrictions
-
Attribution: Proper attribution must be given to the original author(s) and the RSELTL Journal, including provision of a link to the original work and indication if any changes were made.
-
No Additional Restrictions: Users must not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
-
Commercial Use: The CC BY 4.0 license permits commercial use of the works, as long as the original work and authorship are properly cited.
