The Importance of Motivation and Second Language Learning, Research Paper Example

Abstract

This action research project entails classroom-based research on instructional strategy on the Importance of Motivation in Second Language Learning. The research in this study is based primarily on techniques used to enhance the second language learning motivations and proficiency of bilingual students in Spain, specifically grades in the third grade ages 9-10.  The scenario associated with this study is as follows: The children have demonstrated a lack in intrinsic motivation and techniques to keep the students motivated may need to be researched and implemented. The following research is devised to establish an understanding of what studies say on this matter and to identify the best ways to provide a more inspiring learning environment. The following research identifies and analyzes the problem and then conducts a pre-assessment, to implement features from the Assessment course. Finally, data will be analyzed to describe the problems that emerge from procedures. Mixed research will be implemented as qualitative as well as ethnographic or quantitative data when applicable. This includes research reports that base their findings on cases data which includes a learners’ attitude survey taken from students over the course of a 50 day period.

Literature Review

In Vance’s (1999) study on language learning strategies, the author assess the efficacy of different language learning strategies and she evaluates the different pros and cons to incorporating these strategies within the context of subject matter or keeping them separate. Vance identifies several factors that distinguish the difference between whether or not someone can be successful in learning a second a language and easily adapt these language strategies to their study of the second language; the factors Vance identifies are motivation, attitude, and the age of the students. The author defines learning strategies as something that helps language learners develop a learning system. This is very different from communication strategies or production strategies which focus primarily on the use of language.  It’s found that collective research on the topic of language learning strategies breaks down strategies into types, specifically direct and indirect strategies. Direct strategies entail cognitive, memory, and compensation. Indirect strategies involve affective, metacognitive, and social factors. Vance (1999) notes that other researchers such as  Chamot (1987), places less emphasis on the importance of compensation strategies in second language learning and focuses specifically on cognitive, metacognitive and social/affective. Vance attributes this selection to the fact that they assist students in better understanding target languages as opposed to techniques to achieve success in linguistics. Ellis (1994) identifies two types of language learning strategies, specifically those that focus on better understanding of linguistics for skilled speaking and those that focus on mastering the target language content, Target language content entails an emphasis in teaching students to become skilled writers and readers, as well as speakers. Rubin (1987) divides strategies into two main focuses:  those that influence learning directly and those that influence learning indirectly. Sub-categories within these language learning strategies are cognitive and metacognitive strategies, and communication strategies. Vance (1999) points out that the main objective of all language learning strategies is for students to become self-directed learners, basically for them to establish the motivation necessary to teach themselves. The main finding of Vance’s research reveals that students are more likely to embrace a learning strategy and its tenants if the strategy is integrated into a content based curriculum. The research also finds that ideal strategies are those designed where the instructor, instead of the students, is put through the learning strategy training. This results in a program that is more focused and controlled where the instructor can ensure the strategy is properly used through direct implementation.

Wu (2003) implemented a quasi-experimental study assessing the impact classroom learning environments had on L2 intrinsic motivation of young foreign language student within a mainly monolingual context such as predominantly Spanish speaking students studying English. Throughout the study, observations of classrooms were used to gain access to valuable information on instructional practices as well as learning processes in second language school learning environment.  An interview measure designed to assess factors like intrinsic motivation, perceived competence and perceived autonomy was provided after the experiment. The results showed that “a predictable learning environment, moderately challenging tasks, necessary instructional support, and evaluation that emphasized self-improvement and attributed success or failure to controllable variables were effective ways to enhance young learners’ self-perceptions of L2 competence, while freedom in choosing the content, methods and performance outcomes of learning, as well as integrative strategy training led to a promotion of perceived autonomy, both of which were proved to be the antecedents of L2 intrinsic motivation” (Wu, 2003). This focus on intrinsic motivation and the importance of allowing young learners the opportunity to play an integral role in the learning process is a position taken by many scholars in respect to effective second language learning.

Corpus et al (2009), published a study that assesses the nature of motivational changes as they relate to second language third- through eighth-grade students. Intrinsic motivation entails behavior driven for the sake of personal reward, such as performing an action for its own sake as opposed to behavior driven by external reward. Extrinsic motivation is the opposite; it entails behavior driven by the pursuit of and external reward or to avoid punishment. The study finds that within a school year at a second language school, both intrinsic and extrinsic motivations declined from fall to spring. The results found that “intrinsic motivation especially pronounced for the adolescents and declines in extrinsic motivation especially pronounced for the elementary students. These changes in motivation were explained, in part, by shifts in students’ perceptions of the school goal context” (Corpus et al, 2009). The authors’ findings further reinforce the importance of goal setting as a second language learning strategy. Goal setting enables students to stay focused on primary objectives that can lead to better comprehension and understanding of needed language study needs. The study reaffirms this noting that their findings reveal “that typical age-related declines in intrinsic motivation may be minimized by a school-wide focus on mastery goals” (Corpus et al, 2009). The final findings of the study assessed the potential academic consequences of the motivational orientations of students assessed through a selection of hierarchical multiple regressions. The results showed that intrinsic motivation and achievements in the classroom influence each other “in a positive and reciprocal fashion” (Corpus et al, 2009). The study further found that poor classroom performance slightly predicted the use of high levels of extrinsic motivation, but the low grades in the classroom could not be solely attributed to extrinsic motivation (Corpus et al, 2009). Later studies building on Corpus et al’s (2009) analysis of extrinsic and intrinsic motivators in language learning further reinforce the value of intrinsic motivation as a favored factor. This can be seen in the works of researchers like Carreira (2011).

Junko Matsuzaki Carreira (2011) in his study assessing children’s motivation for learning English as a foreign language (EFL) as well as investigating the intrinsic motivation for learning overall, the author executes a multiple regression analysis and Multivariate Analysis of Variance (MANOVA).  The participants of the study were taken from a Japanese public school and represented by 268 third-sixth graders in a public school in Japan. Two surveys were distributed for the use of data collection measuring motivation for learning EFL, while the other evaluated intrinsic motivation for studying overall. The Multivariate Analysis of Variance (MANOVA?revealed that “intrinsic motivation for studying in general as well as motivation for learning EFL of the participating students generally decline from third through sixth grades” (Carreira, 2011). Furthermore, the results of the multiple-regression analysis found that genuine interest can be a predictor of intrinsic motivation for learning English as a Foreign Language. This specifically entails interest in foreign countries and feelings of motivation enjoyment is a positive predictor of intrinsic motivation for English Foreign Language students. The study further argues that a negative predictor of instrumental motivation is endogenous attribution is a negative predictor of internal causality. The main argument Carreira’s study suggests that a developmental decline in intrinsic motivation for studying in regards to general study has a substantial influence on English lessons. The key finding that can be taken from Carreira’s work is that intrinsic motivation plays the most significant role in influencing English Foreign Language student success or failure. This places individual goal setting as a priority factor to be implemented within most language learning strategies to maintain focus and motivation as goal setting is one of the key contributors to student engagement with course curriculum. Another advantage of intrinsic motivation, identified within the study that extrinsic motivation fails to accomplish, is the fact that intrinsic motivators are pivotal in driving students to self-teach. The practice of setting goals and achieving them reinforces confidence and creates an environment where students feel they are progressing making it more likely for them to aspire for further progress. Intrinsic motivators, like goal setting, also reinforce the ability to limit the standard obstacles that can befall second language students, such as loss of first language proficiency, as they pursue knowledge of a new language.

Archibald et. al (2006), notes that “exposure to a second language can: (1) enhance the complexity of first-language syntax used; (2) enhance language use skills (narrative strategies, reading and writing literacy skills in the first language, vocabulary scores); (3) enhance non-linguistic skills (divergent thinking, metalinguistic skills, attitudes toward others, mathematics scores and skills)” (Archibald et al, 2006). This enhanced complexity can lead to loss of focus or even impede the second language learning process through students losing morale. Students studying a new language can develop resentment for the process is they find their knowledge of the first language slipping. This can especially be seen in situations where students are placed in comprehensive intensive programs, or with younger students in the age range of this action study. Potential setbacks include cross-sectional grammatical or spelling errors due to integrating both languages together. The authors further note that the acquisition of knowledge in a second language rarely interferes with their capacity to learn through the first language when content-based teaching is implemented. The authors emphasize the use of content based teaching initiatives, pointing out that through these initiatives factors that are commonly considered to be the negative impacts of second language learning on the first language, like loss of first language accent, loss of speech, or loss of first language knowledge don’t occur. In addition, they credit content based teaching as an effective way to instill the use of contextual lessons that could further the students use of the second language in the real world outside of the classroom. Content-based teaching entails the use of familiar images, scenarios, or storylines that can be integrated into a lesson plan. The additional benefit of utilizing content based teaching, as opposed to some form of direct instruction without content, is that it increases the chance of keeping the students focused as there is a linear plot or succession of scenarios for them to follow.

Potential Solutions

There are a wide range of potential solutions for the motivational problems of the students. For starters, project based learning (PBL) is a potential strategy that could be implemented to keep students attentive and interested in their course material. Content based learning is another solution, and goal setting. The primary solution selected to resolve the issue of motivation in the second language learning action project is goal setting. Goal setting is designed to keep students motivated through the pursuit of small achievable immediate objectives that encourage self-challenge and create an environment for learning. This primary solution is selected based on precious research which reveals goal setting is an essential factor of intrinsic motivation. Through setting goals in the action project scenario for the Spanish speaking English language students age 9-10, it provides them with the opportunity to play an integral role in the learning process. Goal setting is a strategy that makes the second language learning process more active instead of passive. Activities that require them to take part in solving problems, or taking part in peer assessments creates more fluid and intuitive learning environment.

Along with this solution for the project, content based teaching will also be integrated as a part of the second language learning strategy. One key solution for the lack of motivation demonstrated within second language learning class settings is the use and implementation of content instruction. As Archibald et al (2006) notes, there are a wide range of content based language modeled programs that exists specifically with the objective of “illustrating a different balance between content-area and second-language learning outcomes. Student second-language proficiency levels, the nature of the content material and the amount of time devoted to the program all need to be considered in choosing an appropriate model for any given context” (Archibald et al, 2006). He attributes the effectiveness of content based models to the fact that many students placed in content based language programs that are also time intensive, like Spanish, English, or French immersion programs, are more able to comprehend and master significantly complex content based material more effectively than their non-immersed counterparts. The authors note the students are able to do this despite lacking lacking a non-native proficiency in respect to the language instruction. The authors credit context as one of the most significant factors in causing this effect enhanced comprehension, noting that “In programs where students have limited second-language proficiency and less time is devoted to second-language learning, the concrete and highly-contextualized content found in content-based language teaching programs makes them the most effective” (Archibald et al, 2006). Content based language teaching is the ideal solution to achieving overcoming motivational challenges in second language teaching due to the fact that it serves as an effective and time efficient way of promoting the general most fundamental second-language developmental skills. These are the core skills on which language students can form a base from which they can grow a deeper understanding on their own following the course.

Another advantage of content based teaching is that it enables the instructor to place an emphasis on grammatical accuracy as well as provide the student with text that places them vicariously in a particular context of social interaction where they may use the language in a real world setting. The reason context works well in regards to increasing motivation is largely due to the fact that it can be targeted towards specific age groups. For example, while an adult second language learner might prefer content based text and language practices that focus on adult or professional activities such as ordering a drink at a restaurant, or how to interact with co-workers at a conference meeting, this form of content could not be considered an adequate way to draw the attention of younger students. On the other hand, picture books featuring known colorful characters in which the children already have a vested interest could easily be presented to them in a context that would contribute to their furthered understanding of the second language. This reveals how content based teaching can be formatted to fit the needs of a diverse range of student age groups while maintaining a sound instructional integrity.
Implementation

Methodology

Respondents

The respondents involved in this action project were sixteen 3^rd grade students all who speak Spanish as their first language and who were English language students. All of the respondents were between the ages of 9 and 10 years old. All of the students attended classes 4 hours a week. The courses are structured at the pre?intermediate level. This group was chosen for the study as it became obvious in term 1 that many students in the group were very reticent about trying to use English orally in class, and some had no understanding of the need to do so. It was therefore decided that during terms 2 and 3, a number of strategies would be used in class, principally to try to encourage them to speak more English, but also to develop autonomy and linguistic confidence. In week one of term 2, a group discussion task (Appendix 1) was used to consider ideas such as what extrinsic benefits they could gain from lessons, the importance of using English in classes and the role of mistakes. It also asked students to discuss some broad behavioral goals in class such as doing homework, arriving on time etc, and out of this discussion a class contract of goals to work towards was drawn up, signed by all (including the teacher) and posted on the classroom wall.

Goal Setting and Evaluation

In order for goal setting to be an effective language learning strategy, specific goals must be set that can enable cognitive adaption to, and comprehension of, second language course material. This does not mean it is an easy tasks to map out specific goals or objectives in the second language learning process, just that if done correctly it can lead to easier adaption of knowledge. It is especially difficult to set language learning goals when students are the ones left to set the goals on their own. This is due to the fact that language learners can set vague goals, especially younger learners at the 1^st through 3^rd grade level. Vague objectives that target broad goals such as “improve grammar” or “increase my vocabulary,” don’t provide students with the support or pathway necessary to achieve the actual goal. The fact that students, when given the chance, tend to set vague goals, makes the most effective method of goal setting in the pursuit of increasing motivation for instructors to be the one’s setting the goals for the students. Eventually students learn from example how to set language learning goals for themselves. Short term goals are more effective at creating a motivational environment for learning as they give the students something more immediate on which to keep them focused. After learners become more familiar with goal setting, they can then be enabled to set their own goals as they will be familiar with the types of short term goal setting necessary to get real results through challenging themselves. Handouts with short term content based goals are distributed to students at the start of class. The learners are instructed to work on achieving their goals during class, and then they are provided with the opportunity to make self-assessments at the end of their lessons. The assessment sheets are collected for their data, as well as comments made on student performance.

Questionnaire procedure and analysis

An 11 question survey designed based on the Kato (2009) study and the 5 point Likert scale model was used to acquire the data related to this study through self-assessment statements provided by the students. The questionnaire is confidential while not anonymous. The survey was provided to students following 25 days of teaching in term 2, and results were percentage based. After a total of 50 days, the same survey was provided to students in term 3.

Results

Questionnaire results from surveys distributed to the students at the end of term 2 and 3 are displayed c in Table 1. The results reveal through percentage that students were, for the most part, positive in regards to setting goals in their self-assessments. When asked whether they thought setting goals resulted in them being more active in the classes, 71% of students in term 2 agreed, while 59% of students in term 3 agreed.  Around two thirds of learners (54% during the second term and 58% during the third term agreed that setting goals played a significant role in them speaking more English during class time. In addition, it was found that confidence in speaking English rose as there was a significant percentage of students who agreed that they felt more confident about using English in Term 3, specifically 60%, which rose from 22% in term 2. The most telling rating was found in the fact that there was an increase in students who agreed trying to achieve their goals helped improve their English increasing from 48% in term 2 to 69% in term 3.  In response to the statement comments from the instructor motivated me to work harder, 55% of respondents agreed in term 2 and 68% of respondents in term 3 agreed.

In response to the statement that focusing on goals each week was not needed and just a waste of time, the respondents did show some conflicting data, as no one strongly agreed with this statement during either term and no one agreed with it in term 2, but 8% agreed in term 3. There was also a decline from 32% who strongly disagreed in term 2 to 20% who strongly agreed in term 3. The majority of students who changed their strongly agree answers in term 3, chose simply ‘agree’. This change in enthusiasm over the value of focusing on goals, could be attributed to feelings of redundancy for the process. It could also represent initial signs of motivational regression. This also could be attributed instructors often repeating the same type of comments with not real variance in their assessments. If the instructor provides similar comments too often it could begin to lose impact over time. In addition, results revealed a decline in the percentages of students who agreed they took a more active part in class because they set goals. This decline could be attributed to the same aspect of same comment assessments provided too often to students.  However, in response to the peer assessments kept me motivated statement, no students disagreed or strongly disagreed, and 50% agreed in term 2 and 68% agreed in term 3. This reveals that the peer reviews were favored over the assessments provided by the instructor. Instructor based assessments could be disfavored by the students.  Regardless of what the students feel about peer assessments, the results do affirm there is a clear increase in enthusiasm about the use goal setting in a content based lesson environment. This demonstrates that the students are most motivated by the interactions they have with one another and the opportunity to review and be reviewed by their peers. The results also show that students are enthusiastic about goal setting as a large majority of them credit it as the reason they increased their English vocabulary, confidence in English, and being more active in classes.

Conclusion

In sum, the data shows goals setting is an effective second language learning strategy when incorporated with content-based learning. The results revealed a clear trend where students learned from the material and grew appreciation for the process as the program progressed. One of the most telling factors was improvement in confidence as the program progressed. The data suggests that continued teaching with this strategy could potentially result in further increases in confidence in English language speaking, use of English vocabulary and proficiency in other aspects of study. The results of this study reaffirm and support findings of researchers like Carreira (2011), Archibald et al (2006), and Corpus et al (2009) who place an importance on the value of intrinsic motivators and content-based learning. The increases in perceived proficiency, confidence, and familiarity with the second language demonstrated by the students throughout the action project suggests a possible trend towards successful second language mastery. As this study only focused on a 50 day duration of teaching, further research should be executed to assess whether the results found in this study could continue their trend over a longer duration of time.
References

Archibald, J., Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S., & Lessard, P. (2006). A review of the literature on second language learning.

Carreira, J. M. (2011). Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students. System, 39(1), 90-102.

Chamot, A.U. (1987). The learning strategies of ESL students. In A. Wenden and J.Rubin (Eds.), Learner strategies in language learning (pp. 71-84). Englewood Cliffs, NJ:Prentice/Hall International.

Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34(2), 154-166.

Vance, S. J. (1999). Language Learning Strategies: Is There a Best Way To Teach. Foreign language annals, 22, 13-24.

Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31(4), 501-517.