Student motivation in Waldorf foreign language classrooms

Motivation has been considered one of the main contributing factors to academic success, particularly in foreign language learning classes where there is little contact with the target language community. This is because highly motivated students tend to be ready to learn and engage themselves in the lesson, which allows them to receive more input that will help them to succeed in language learning. Hence, motivation is regarded as an internal power that drives students’ abilities to perform well. However, it is worth noting that motivation in foreign language learning is complicated as every language student walks into the class with different levels of motivation, requiring teachers to be creative in designing the lesson to help them meet their needs and goals. This article discusses common types of motivation and their importance, as well as ways to sustain students’ motivation in language learning. The article concludes with a variety of classroom tips that can be useful in keeping students motivated in learning during the COVID-19 pandemic.

Motivation is essential because it highly contributes to achievement. Teachers need to motivate their students in order to develop a positive outcome. Research on motivation for foreign language learning has shown that teachers should be aware of their actions and behaviors in classroom because it is very likely that they can demotivate learners. This study explores how motivational strategies used by English as a foreign language (EFL) teachers could increase the motivation of students to learn English as a foreign language. Participants included five EFL teachers along with one hundred first-year female students. The students completed a survey while the teachers took part in an interview. Both measures aimed to explore the attitudes of both teachers and students towards motivation in the foreign language classroom. Results showed that the most used motivational strategies were: resources that satisfy the students’ needs and interests, group work, active participation in class, and praises and rewards. The findings of this study can contribute to teachers’ knowledge of the motivational strategies that work best for students especially those that are pertinent to the Saudi context to improve their current teaching methods and can contribute also to further research on motivation.

The study aims to explore the roles of anxiety and motivation in foreign language learning. A total of 141 freshmen at a private university in south Taiwan served as subjects. The research instrument includes the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz, & Cope, 1986), Motivation/attitude about foreign language learning (Gardner, 1985), as well as two English scores of Taiwan College Entrance Exam (CEE) and National English Test of Proficiency All on the Web (NETPAW). All available data were processed by SPSS 16 (Statistical Package of Social Science). Findings show the two English scores of CEE and NETPAW, as well as motivation, attitude and motivational intensity are strongly correlated to one another. In addition, motivational intensity is related to score of NETPAW, but anxiety is the best predictor of students' score of NETPAW positively. It's expected that the findings can provide teachers with some hints for more effective foreign language teaching and learning by being aware of students' individual differences.

Language teaching and learning today are dynamic processes that are marked with continuous interaction between the participants. Having employed adequate teaching methods, the lecturer can create a quality environment for teaching thus enabling students to be motivated, learn at an adequate pace and achieve the desired learning outcomes. Foreign language teaching and learning have been closely tied to using ICT tools in classrooms for many years, since using ICT tools generates motivation in students. Therefore, teachers usually integrate a wide array of tools into their lessons, ranging from audiovisual tools, interactive presentations, whiteboards, mobile applications etc. However, with the change of setting from the physical classroom to the online classroom in 2020, ICT tools have adopted an even more important role than they had in the traditional classroom: they have evolved from the means of facilitating the teaching and learning into the medium where teaching and learning take place. The aim of this paper is to explore how motivation and attitudes of students for learning foreign languages are shaped in a new synchronous virtual medium of teaching. To explore motivation and attitudes towards foreign language learning in a virtual classroom in great detail, in-depth interviews were conducted with a selected number of students who participated in a virtual Croatian Language and Culture course.

Language Learning Motivation of Turkish Tertiary Level EFL Students

Language anxiety has serious repercussions for the process of foreign language (FL) learning and use. Some scholars (e.g., MacIntyre, 1999) even consider it the strongest predictor of success in FL learning. At the same time, several studies have suggested that the most anxiety-generating skill is speaking and that the FL aspect which frequently causes apprehension and fear of being ridiculed is pronunciation (e.g., Phillips, 1992; Price, 1991; Young, 1992). Interestingly, though several language-specific anxiety types have been identified and tools to measure them have been devised, no attempt to examine in depth the construct of anxiety related specifically to FL pronunciation and to design an instrument to diagnose it has been made. A better understanding of the concept seems particularly important when taking into account the fact that speaking is a condition necessary for acquisition (e.g., Savignon, 2005; Skehan, 1989) and that pronunciation anxiety (PA) appears to be significantly related to students’ willingness to communicate in the FL classroom (Baran-Łucarz, 2014a). The present paper has three major aims. First of all, it presents a working model of PA, whose underlying subcomponents are pronunciation self-perceptions (pronunciation self-image, self-efficacy and self-assessment), fear of negative evaluation, and a set of beliefs about pronunciation learning, its role in communication, and about how it sounds. Secondly, the initial version of an instrument (i.e., the Measure of Pronunciation Anxiety in the FL Classroom), designed to measure the construct is introduced. Thirdly, results of piloting the questionnaire among 151 young adults, and establishing its reliability and validity are reported. The paper closes with suggestions on how to refine the instrument and ideas for future research in this area.

This paper examines multilingualism as a fundamental condition of learners in the context of foreign language teaching, with a particular focus on German as a foreign language (DaF). It first defines the concept of multilingualism and distinguishes it from related terms such as bilingualism, second language, and foreign language, highlighting the importance of multilingual competence in today´s globalized world. The study then explores two key approaches to integrating multilingualism into foreign language education: contrastive linguistics and multilingual didactics. Contrastive linguistics, which builds on the contrastive hypothesis, is analyzed both in its potential to facilitate language learning through positive transfer and in its limitations, including critiques of the strong contrastive hypothesis and the issue of false friends. The concept of multilingual didactics is presented as a pedagogical framework that encourages the systematic use of learners' existing language knowledge, including English as a bridging language, to support the acquisition of additional languages. The paper uses the textbook deutsch.com as an example to illustrate how multilingual approaches can be effectively implemented in DaF teaching. The findings suggest that leveraging multilingual learners' prior knowledge, raising awareness of cross-linguistic similarities and differences, and integrating languages strategically into teaching materials can significantly enhance the efficiency and motivation in foreign language learning.

ABSTRACT: Despite the promising potentials of using the flipped learning model, there are challenges lie in the practical aspects of implementing it. This study aims to provide implications to this problem, by investigating students’ engagements in self-study materials and to explore the causal conditions of an adequate engagement. Adopting a qualitative driven mixed method research approach, both qualitative and quantitative data were collected concurrently. Qualitative data were collected using three instruments during and after a 14-weeks flipped classroom conducted from early January to end of April 2018 with a total enrolment of 65 university students in the required course, Mandarin I. Quantitative data were extracted from a LMS (Learning Management System) applied to support the flipped classroom. Both kinds of data were analyzed separately followed by meta-inference being made. In which, interpretations stemming from both qualitative and quantitative findings were integrated into a coherent whole. Findings revealed that the core phenomenon in this flipped classroom was students’ diminishing access to self-study materials prior to face-to-face interactions in classes. Major causal conditions for this phenomenon were in Bruneian students’ beliefs in learning, teachers play a dominant role in the learning process, and this belief tends to persevere. On the other hand, students’ perceptions toward foreign language learning had changed through the study course, and their motivation in foreign language learning had changed consequently. When watching videos and other online activities transformed from fun activities into work or obligations, they felt less-motivated. Based on the findings , it is reasonable to suggest that establishing a positive rapport with students as an immediate and effective approach to motivate students’ self-learning, hence to improve the effectiveness of a flipped design. KEY WORDS: Flipped Learning; Foreign Language Chinese; Motivation to Learn. About the Author: Min Shen is a Lecturer, and currently also as Ph.D. Student, at the UBD (University of Brunei Darussalam), P.O. Box 414, Gadong BE3978, Negara Brunei Darussalam. For academic interests, the author is able to be contacted via e-mail address at: min.shen@ubd.edu.bn Suggested Citation: Shen, Min. (2019). “Examining the Implementation of a Flipped Chinese Classroom in a University in Brunei Darussalam: A Mixed Method Research” in EDUCARE: International Journal for Educational Studies , Volume 11(2), February, pp.139-156. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online). A rticle Timeline : Accepted (December 25, 2018); Revised (January 30, 2019); and Published (February 28, 2019).

In this globalized world, foreign language learning has become increasingly imperative. Despite the absence of an optimal linguistic environment, a heightened level of motivation is essential for mastering a foreign language. Learners are likely to experience demotivation when they exert significant effort in language acquisition without experiencing immediate improvement in their language proficiency. Consequently, understanding the motivational constructs in foreign language learning, particularly at the onset of the learning process, is vital. To this end, a quantitative study was conducted utilizing Vroom’s (1964) expectancy theory and Pintrich and De Groot’s (1990) motivational scale theory as the conceptual framework. The study involved administering a 26-item survey, which used 5-point Likert scales to 108 respondents studying French as a foreign language at a beginner level in a Malaysian public university. The survey was divided into four sections: demographic profile, instrumentality, expectancy, and valence. The findings revealed that learners exhibited both intrinsic and extrinsic motivation and had a positive perception of the importance of foreign language acquisition. Additionally, respondents had a strong belief in their ability to attain a high grade through hard work, although the fear of failure negatively impacted their motivation levels. Notably, there was a significant relationship between instrumentality, expectancy, and valence. These findings provide valuable insights into the motivational factors involved in foreign language learning at the beginner level and can potentially contribute to the cultivation of motivation in the foreign language classroom.

Although several researchers have demonstrated that foreign language (FL) learning experience has a limited effect on the short-term development of second language (L2) fluency, recent studies have suggested that learners can gain long-term (over one year) benefits from FL learning experiences. As a part of the present study, 50 Japanese university students were exposed to L2 learning experience over the course of one academic year to monitor its impact on L2 fluency measures (i.e. speed, breakdown, and repair fluency) in FL context. The relationship between the development of L2 fluency measures and learners’ learning experiences inside and outside the classroom was also investigated. The results showed a significant decrease in the length of between-clause and within-clause pauses that learners made. Furthermore, the correlational analysis showed that their L2 learning experience was uniquely associated with the development of between-clause pause frequency and repair frequency. These findings suggest that, while relatively long-term FL learning impacts the development of L2 fluency, it produces a unique pattern, whereby the effectiveness of FL learning is influenced by how students make the best use of their learning experiences.

The study was conducted to revisit multiple intelligences with the roles of motivation, strategy, and anxiety in foreign language learning. Subjects were 260 Hospitality management major students in a private five-year junior college in north-eastern Taiwan, including 114 males and 146 females. They helped to fill out the 226-item questionnaires dealing with multiple intelligences [1] [2], motivation [3], strategy [4], and anxiety [5]. The results revealed that a correlation among multiple intelligences, motivation, strategy, and anxiety did exist, and led to different English levels. Discussions, implications, and suggestions for students, teachers, parents, and schools were provided.

Learning a foreign language involves both motivation and emotions, with their relationship being more complex than a simple “one goes up, the other goes down.” Drawing on Gardner’s (2001) motivation framework and Horwitz et al.’s (1986) model of foreign language anxiety, this study examined the link between motivation and fear of learning a foreign language across three dimensions: communication apprehension, fear of negative evaluation, and test anxiety. A 5-point Likert scale survey with 207 participants included sections on demographics, motivation, communication apprehension, fear of negative evaluation, and test anxiety. Findings revealed a weak positive relationship between motivation and fear, suggesting that high motivation does not always reduce anxiety; highly motivated learners may experience more fear due to higher performance expectations. Teaching strategies should therefore balance motivation and anxiety management in foreign language learning.

The use of the first language (L1) in the English as a foreign language (EFL) classroom is becoming an on-going debate. A newly growing view to the use of L1 in the foreign language (FL) classroom called translanguaging views that by utilizing the L1 along with the TL in FL classroom is considered as functional practice of languages rather than an impediment in FL learning. Accordingly it is necessary to find out the functions of teachers’ practice of translanguaging in the EFL classroom since this view has not been much researched yet. Related to this, the current study was intended to find out the functions of the EFL teachers’ translanguaging and to find out the teachers’ reasons for the use of translanguaging. This study followed qualitative descriptive interactive research design, and the subjects consisted of three English teachers at the 7th grade classes at two junior high schools in Singaraja. The data were collected through observations and interviews and were analyzed descriptive qualitatively. The results of this study showed that there were 3 functions of translanguaging. The most frequent function was related to knowledge construction, followed by classroom management, and interpersonal relations. There were 9 reasons for the teachers’ use of translanguaging, namely: to facilitate students’ understanding, to provide L1 and TL comparison, to elicit students’ responses, to attract students’ attention, tomanage students, to promote discipline, to develop deeper personal relationship, to create secure classroom atmosphere, and to make the class more interesting. In sum, the use of translanguaging plays a number of functions in the EFL classroom but it should be considered also the ‘optimal’ use of it in EFL learning process because the overuse of L1 might bring negative impact.

Aims: To investigates the relationship between a supportive learning environment and the learning motivation of senior high school students at Tubod National High School in Davao Del Norte, Philippines. Study Design: The study employed a quantitative, predictive correlational design, the research explores how variations in the learning environment contribute to shifts in student motivation levels. Place and Duration of the Study: Tubod National High School in Davao Del Norte, Philippines, between September up to December 2023. Methodology: The study involved senior high school students from grades eleven to twelve. Using Slovin’s formula, the researchers selected 199 among the 378 senior high school students who rated the two adopted questionnaires. Participants were selected through stratified random sampling to ensure representation across both levels. Employing statistical treatments such as mean, standard deviation, and the Pearson Correlation Coefficient, the research analyzes the nuanced interplay between the supportive learning environment and student learning motivation. Utilizing carefully selected tools, namely the Students' Motivation Toward Science Learning (SMTSL) and Supportive Learning Environment for Expertise Development (SLEED-Q) questionnaires. Results: Findings revealed a high level of supportive learning environments and student learning motivation. In terms of significant relationship, supportive learning environment and student learning motivation of senior high school students were found to have a moderately positive correlation. Conclusion: The study examined the impact of a supportive learning environment on senior high school students' learning motivation. The findings revealed that the supportive learning environment had a high overall mean score of 4.08 (SD = 0.56), indicating that senior high school students believe their classroom provides a very supportive learning environment. Meanwhile, student learning motivation also scored high with a mean of 4.04 (SD = 0.52), suggesting that students are generally motivated to learn. Moreover, the statistical analysis showed a p-value of 0.002 and a Pearson r value of 0.526, indicating a statistically significant and moderately positive correlation between a supportive learning environment and student learning motivation. Therefore, to promote high levels of student motivation, the study emphasizes the significance of providing a supportive learning environment in the classroom.

In recent years, there has been a growing body of research examining the role of positive psychology in language learning and achievement. However, the predominant focus has been on the impact of negative emotions, while positive emotions have often been overlooked. Moreover, the idea that two opposing emotions can occur simultaneously in language classrooms has been given very little attention. This study, therefore, aims to address this research gap by investigating both negative and positive emotions in English as a foreign language (EFL) learners. Employing a qualitative perspective, in-depth interviews were conducted to elucidate the influence of positive psychology on EFL learners and their academic achievements. The data analysis revealed key determinants of foreign language anxiety (FLA), contributors to foreign language enjoyment (FLE), and the significance of perceived competence in shaping EFL learners’ overall language outcomes. The results highlight the critical role of creating a positive classroom environment that promotes enjoyment and reduces anxiety. Increased enjoyment in the foreign language classroom can enhance learning motivation and behaviors, ultimately leading to improved learning outcomes. This research contributes to a more comprehensive understanding of emotions, specifically the interplay between positive and negative ones, and their impact on the language learning process.