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MOTIVATION TOWARDS ENGLISH LANGUAGE LEARNING OF
STUDENTS IN A SECONDARY SCHOOL IN THAILAND
YUHONG NING
A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION
IN TEACHING ENGLISH AS A GLOBAL LANGUAGE
INTERNATIONAL GRADUATE STUDIES
HUMAN RESOURCE DEVELOPMENT CENTER
FACULTY OF EDUCATION
BURAPHA UNIVERSITY
SEPTEMBER 2015
COPYRIGHT OF BURAPHA UNIVERSITY
iii
ACKNOWLEDGEMENTS
I would like to express my appreciation to all of those who have offered me
continued assistance and guidance that supported me to complete my thesis.
First, my deepest gratitude goes to my principal advisor, Associate Professor
Dr. Prapart Brudhiprabha, for his guidance and inspiration. He is good in writing,
and always gave me suggestions about how to organize my thesis. Thank you for your
patience and kindness. Thank you for being a professional advisor and a mentor for
leading me to success. I could not have completed my thesis without your guidance.
My appreciation also goes to my co-advisor, Dr. Denchai Prabjandee. He was kind and
strict at the same time with my thesis writing. When I got confused, he always smiled
and talked to me, and guided me to find the solution of my thesis problems.
Additionally, I would like to express my appreciation to my lecturers,
Assistant Professor Daranee Pummawan, and Assistant Professor Dr. Janpanit Surasin,
for two years of instruction, assistance, and guidance. They supported me a lot about
my thesis writing. My appreciation also goes to Dr. Jonathan Rante Carreon, my
principal examiner, and Assistant Professor Dr. Arnon Chaisuriya, a member of the
panel of examiners, for their valuable comments. I also would like to say thanks to all
the teachers who in one way or the other inspired me to do my best.
Second, my gratitude goes to my parents, without their understanding,
support and love, I would not have had such a chance to study abroad. They also
encouraged me to go further when I had difficulties.
Last but not least, I want to give my thanks to my friends, Mr. Luo Han,
Mr. He Weimin, Ms. Natchaya Prilert, Ms. Sheree Ann Manankil Justol,
Ms. Anewor Yodna, and Ms. Marginette Pabua who supported me a lot when
I collected the data. Thanks for their love, help and patience. In addition, I want to
thank my dear friends Vicki, Shirley, Cici, Nui, Nim, Aor, and other friends at
Burapha University. I learned a lot and enjoyed those happy times being with you for
two years.
Yuhong Ning
iv
This research was partially supported by
Graduate Studies Research Fund
Faculty of Education, Burapha University
The Second Allocation of Research Fund
2015 Budget Year
v
56920783: MAJOR: TEACHING ENGLISH AS A GLOBAL LANGUAGE;
M.Ed. (TEACHING ENGLISH AS A GLOBAL LANGUAGE)
KEYWORDS: INTEGRATIVE MOTIVATION/ INSTRUMENTAL
MOTIVATION/ ENGLISH LANGUAGE LEARNING
YUHONG NING: MOTIVATION TOWARDS ENGLISH LANGUAGE
LEARNING OF STUDENTS IN A SECONDARY SCHOOL IN THAILAND.
ADVISORY COMMITTEE: ASSOC. PROF. PRAPART BRUDHIPRABHA, Ph.D.,
DENCHAI PRABJANDEE, Ed.D., 104 P. 2015.
This study investigated the English language learning motivation levels and
the main motivation type (integrative motivation or instrumental motivation) of
students in a secondary school in Thailand. It also aimed to discover if there were
differences in motivation towards English language learning between lower and upper
secondary students. A mixed-methods approach was used in this research, which
employed a questionnaire and a semi-structured interview. The questionnaire was
distributed to 336 participants who were lower secondary and upper secondary
students in a secondary school in Thailand. Thereafter, 16 participants were
interviewed.
The findings revealed that the level of the lower secondary and upper
secondary students’ motivation was high ( X = 4.25, SD = .56). Instrumental
motivation was the main type of motivation for the lower secondary and upper
secondary students of English language learning ( X = 4.20–4.30, SD = .58–.60).
There were no significant differences between lower secondary and upper secondary
students’ motivation. The supports which lower and upper secondary students wanted
were categorized into six kinds of support: teachers, the school, self, peers, parents,
and the government.
vi
CONTENTS
Page
ABSTRACT…………………………………………………..……………….
CONTENTS………………………………………………………..………….
LIST OF TABLES………………………………………………..…………...
LIST OF FIGURES……………………………………………………………
CHAPTER
1 INTRODUCTION……………………………………………………….
1.1 Background of the Study...........................................................
1.2 Statement of the Problem..........................................................
1.3 Research Questions....................................................................
1.4 Objectives of the Study..............................................................
1.5 Statement of Hypothesis............................................................
1.6 Significance of the Study...........................................................
1.7 Conceptual Framework..............................................................
1.8 Scope of the Study......................................................................
1.9 Definition of Terms....................................................................
1.10 Limitations of the Study..........................................................
1.11 Chapter Summary....................................................................
2 LITERATURE REVIEW.………………….…………………..……….
2.1 Definition of Motivation............................................................
2.2 Types of Motivation...................................................................
2.3 Related Research........................................................................
2.4 Chapter Summary......................................................................
3 RESEARCH METHODS………………………………………………..
3.1 Research Design ………………………………………..….….
3.2 The Context of the Study............................................................
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CONTENTS (CONTINUED)
CHAPTER Page
3.3 Population and Participants........................................................
3.4 Research Instruments.................................................................
3.5 Data Collection Procedure..........................................................
3.6 Data Analysis.............................................................................
3.7 Ethical Considerations...............................................................
3.8 Chapter Summary.......................................................................
4 FINDINGS………..………...……………………………….….……….
4.1 Findings of the Research Question 1..........................................
4.2 Findings of the Research Question 2..........................................
4.3 Findings of the Research Question 3..........................................
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5 DISCUSSIONS AND RECOMMENDATIONS ……………...……..…
5.1 Summary of the Findings...........................................................
5.2 Discussions.................................................................................
5.3 Conclusions................................................................................
5.4 Recommendations......................................................................
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REFERENCES …...…………………………………………………….…..…
APPENDICES.…………………………………………………………...…...
APPENDIX A………..……………………………….………...................
APPENDIX B………..……………………………….………...................
APPENDIX C………..……………………………….………....................
APPENDIX D……..……………………………….……….......................
APPENDIX E………..……………………………….………....................
APPENDIX F………..……………………………….………....................
BIOGRAPHY ……………………………………………………..…………..
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LIST OF TABLES
Tables Page
1 Information of Interviewees....………………………………………
2 Questionnaire Distribution…………………………………………..
3 Questionnaire Modifications……………………………………...…
4 Interpretation of Mean Scores of Motivational Levels………….......
5 Descriptive Statistics of Motivation Level………………………….
6 Descriptive Statistics of Motivation Levels from Lower and Upper
Secondary School Students………………………………………….
7 Independent Samples t-test of Lower Secondary and Upper
Secondary School Students………………………………………….
8 Distribution of the Open-ended Question…………………………...
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LIST OF FIGURES
Figure Page
1 Basic Scheme of Gardner’s (2006) “Socio-educational Model of
Second Language Acquisition”…………………………………….
7
CHAPTER 1
INTRODUCTION
This chapter presents the introduction of the study, consisting of eleven
sections as follows: background of the study, statement of the problem, research
questions, objective of the study, statement of the hypothesis, significance of the
study, conceptual framework, scope of the study, definition of terms, limitations of
the study, and chapter summary.
1.1 Background of the Study
The English language is becoming more and more important since it is
a global language that is used to communicate in various sectors. New technology
and the adoption of the Internet have resulted in a major transition in business,
education, science, and technology, all of which demand high proficiency in English.
Therefore, individuals will have more opportunities if their English proficiency is
high. Nowadays, a large number of people realize the importance of English and
have begun to study English.
Currently, English is taught as a foreign language in most Thai government
and private schools and gets more attention from Thais. The role of English in
Thailand is important as it is in many other developing countries. The American
Chamber of Commerce in Thailand (Am Cham) notes that foreign companies are
currently promoting non-English speaking employees to improve their English
proficiently for getting higher positions (Thaicables, 2006). Furthermore, the official
launching of ASEAN (Association of Southeast Asian Nations) community in 2015
will allow more foreign people to invest in Thailand. The development of the
ASEAN community is a challenge for Thai employees to acquire English language
proficiency and other work skills (Biggs, 2012).
2
The government of Thailand is paying more attention to English language
teaching. Most schools in Thailand start to teach English from primary one; many
schools also hire foreign teachers whose first or second language is English.
In order to improve students’ English learning, educators should pay
attention to motivation. According to Dörnyei (1998), motivation not only provides
the primary impetus to initiate second or foreign language learning, but also supplies
the driving force to sustain the long and often tedious learning process.
People with the most remarkable abilities cannot accomplish long-term
goals without sufficient motivation. Therefore, motivation is very important for
English language learning.
Motivation is also an important concept in psychology. Humanistic
psychologists such as Carl Rogers and Abraham Maslow proposed that the central
motivation force in people’s lives was the self-actualizing tendency, which refers to
the desire to achieve personal growth, and to fully develop the capacities and talents
that they have inherited. The intersection of social psychological theories on
motivation and the questions concerning language learner behaviors have led
researchers to a complex mapping of the numerous cognitive, psychological,
and social factors that somehow interact and affect motivation in language learners.
The theories about motivation attempt to explain why humans behave and
think as they do. Motivation is also of great importance in language education. In the
light of many definitions, motivation can be considered a tool for the success of
English language learning. Mowrer (1950) was a pioneer who focused on first
language acquisition. He was of the view that a child learns his first language in
order to fulfill his desire to interact with his family and society at large. Gardner
(1982) was influenced by Mowrer’s idea. Gardner presented Mowrer’s idea as the
basis for his research. Gardner’s model tends to reflect four basic features of L2
learning: social and cultural environment; learner’s individual differences; the
setting in which learning takes place; and linguistics outcomes. On the basis of these
3
elements, the learner can be categorized into two levels of motivations:
integrative motivation and instrumental motivation.
Several researchers and educators in the area of teaching foreign languages
note that one of the factors that affect the achievement in learning a foreign language
is motivation (Downing & Yu, 2012; Gardner & Lambert, 1972; Gardner, Lalonde,
& Moorcroft, 1985). Motivation is responsible for why people decide to do
something, how long they are willing to sustain the activity, and how hard they are
going to pursue it (Dörnyei, 2001a). It is believed that without sufficient motivation
no other factor on its own can ensure student achievement (Dörnyei, 2001b).
1.2 Statement of the Problem
According to the Organization for Economic Cooperation and
Development Program for International Student Assessment (OECD-PISA) results
in 2013, Asia has some of the world’s strongest educational systems, with, Japan,
Singapore, South Korea, and Taiwan occupying the top positions in reading, math,
and science. However, out of these countries, only Singapore has the highest English
level proficiency. Thailand’s level of English proficiency is low in comparison with
many countries in Asia such as Malaysia and Singapore. Indonesia, Thailand, and
Vietnam have all gained more than seven points in the past seven years, some of the
fastest improvement in the world. Thailand has developed English use faster than
before, but it is still far behind many Asian countries (Education First, 2013).
It is known that a number of Thai students have problems with studying
English. Some students cannot maintain their interests in English lessons.
Some students cannot see the point in learning English. Moreover, some students
cannot pass the English examination at the end of the semester. It is important to
focus more attention about their English learning motivation, and try to identify
supports to help them to increase their motivation in learning English.
4
Many researchers have studied and investigated motivation towards
learning English. However, the pioneers in foreign language motivation are largely
from western countries (Gardner & Lambert: 1959; Gardner, Lalonde, Moorcroft, &
Evers, 1987; Gardner & Tremblay, 1994; Hernández, 2004; Spolsky, 1969). During
the last ten years, several research studies in this area were carried out in Asia but
most of them were conducted in Eastern Asia, i.e., China and Hong Kong (Li & Pan,
2009; Liu, 2007; Wang, 2007; Wei, 2007). Others were conducted in South East Asia
such as Cambodia (Lim, 2012) and South West Asia such as Iran (Chalak & Kassain,
2010; Ghanea, Pisheh, & Ghanea, 2011). However, there has been a relatively
limited number of research studies on motivation towards learning English
conducted in schools in Thailand.
There are also some research studies on the relationship between learners’
integrative motivation, instrumental motivation and English proficiency or English
academic achievement (Gardner et al., 1985) showing the relationship between
integrative motivation and achievement in a foreign language (French) course.
A review of the literature on motivation in an educational context reveals
that even though research has been carried out on student motivation, only a few
studies have been conducted analyzing the dynamics of L2 motivational change in
educational institutions (Chambers, 1999; Gardner, Masgoret, Tennant, & Mihic,
2004; Tachibana, Matsukawa, & Zhong, 1996; Williams, Burden, & Lanvers, 2002)
despite the fact that the learners’ interest needs to be sustained over the many years it
takes to learn a language. In Thailand, most of the research focused on the
relationship between motivation and academic achievement (Choosri & Intharaksa,
2011; Kitjaroonchai & Kitjaroonchai, 2012; Oranpattanachai, 2013). The
comparison between lower secondary and upper secondary students’ motivation and
support which students need will be a new research orientation in a Thai context.
5
1.3 Research Questions
In this study, the following research questions were explored.
1. What are the levels and main type (integrative or instrumental) of lower
and upper secondary students’ motivation for English language learning?
2. What are the differences between lower secondary and upper secondary
students’ motivation?
3. What supports do students of lower secondary and upper secondary
school want for increasing their levels of motivation towards English language
learning?
1.4 Objectives of the Study
The objectives of this study are as follows:
1. To investigate the English language learning motivation levels and type
(integrative or instrumental motivation) of students in a secondary school in
Thailand.
2. To examine the differences in the motivation of English language
learning between lower and upper secondary students in a secondary school in
Thailand.
3. To investigate the supports that lower secondary and upper secondary
students need for increasing their levels of motivation towards English language
learning.
1.5 Statement of the Hypothesis
Based on the review of the literature, level of education is another factor
influencing students’ motivation. Sung and Padilla (1998) found similar results in their
study which showed that elementary students were more motivated than secondary
students toward learning Chinese, Japanese, and Korean. Baker and MacIntyre (2000)
6
also reported that the younger learners in their study were more motivated than the older
learners. In Williams et al. (2002)’s study, seventh graders scored significantly higher on
the need for the French language, integrative orientation, positive attitude toward their
teachers, and perceived self-ability and success than ninth graders. In Sung’s (2010)
study of college learners of Chinese, age was found to be a factor influencing the
learners, with younger learners being more positive toward Chinese language learning
due to friends’ opinions about the classes and professors at school, and the desire to
study in a Chinese-speaking country.
From the studies above, it can be hypothesized that students from lower
secondary have a higher level of motivation towards English language learning than
students from upper secondary.
1. The students from lower secondary have a higher level of integrative
motivation towards English language learning than the students from upper
secondary.
2. The students from lower secondary have a higher level of instrumental
motivation towards English language learning than the students from upper
secondary.
1.6 Significance of the Study
The findings of this study may provide information about the English
language learning motivation levels, types and the differences of students in lower
secondary and upper secondary in Thailand. The schools and government can make
better curricula, texts and English material according to students’ motivation
situations. It will also highlight the supports students want for increasing their levels
of motivation towards English language learning. It is important to know what kinds
of supports the students want, so that we can give them appropriate supports to help
them study English better.
7
1.7 Conceptual Framework
↗
→
Figure 1 Basic Scheme of Gardner’s (2006) “Socio-educational Model of Second
Language Acquisition”
Source: Gardner (2006, pp. 237-260)
In Figure 1, Gardner illustrates how ability and motivation are present in
formal and informal language learning contexts. This model explains that there are
two kinds of outcomes that emerge from the second learning experience: linguistic
and nonlinguistic. Linguistic outcome refers to second language proficiency, such as
of vocabulary knowledge, grammar, pronunciation, and fluency, while non-linguistic
outcomes refer to attitudes and values that develop from the learning experience.
Gardner explains that these outcomes are influenced by prior cognitive (intelligence
and aptitude) and affective (motivation and situation) characteristics. Motivation
plays a very important role in both linguistic and non-linguistic outcomes. This
model is also explicit in indicating that the educational setting and the cultural
context are expected to influence motivation.
Gardner’s Socio-Educational Model of Second Language Acquisition was
developed in the 1960’s and is concerned with the role of individual differences in
second language acquisition. Gardner (1985b) said that this model was rooted in
Lambert’s socio-psychological model and a model proposed by Carroll (1962 cited
Educational
setting
Ability
Cultural
context
Motivation
(Integrative;
Instrumental)
Formal
contexts
↘ Informal
contexts
→
Linguistic
outcomes
Non-linguistic
outcomes
8
in Gardner, 1985b), which was related to simulating the relative predictability of
achievement in a second language by variables such as aptitude, intelligence,
motivation and opportunity to learn.
While there are several kinds of motivational theories, this study only
focused on integrative and instrumental motivation. Motivation for learning an L2 is
divided by Gardner into two components: instrumental and integrative motivation.
Integrative motivation refers to a desire to become more like valued members of the
target language community (Gardner & Lambert, 1959 cited in Ramage, 1990).
Instrumental motivation refers to a determination to acquire another language to
achieve such goals as a good job or social recognition (Clément, Gardner, & Smyth,
1977 cited in Ramage, 1990).
This research can provide the main type of motivation (instrumental or
integrative), and more information about the English language learning motivation
levels to schools and the Thai government. Moreover, it also can help to find out
what support students need for increasing their motivation. The support they need
may be related to the educational setting and cultural context.
1.8 Scope of the Study
1. The variables in this study were motivation towards English language
learning and the level of education. The term motivation towards English language
learning (integrative and instrumental) was taken from Gardner, Tremblay, and
Masgoret (1997). They defined motivation as “the individual’s attitudes, desires, and
efforts” (p. 345). Another variable was the level of education (lower secondary and
upper secondary).
2. The population in this study was lower secondary and upper secondary
students at a secondary school located in the eastern part of Thailand.
3. The participants were 336 students of lower secondary and upper
9
secondary (Mathayomsuksa 1–6) who were chosen by using the stratified sampling
technique and the random sampling technique.
1.9 Definition of Terms
Motivation is “the extent to which the individual works or strives to learn
the language because of a desire to do so and the satisfaction experienced in the
activity” (Gardner, 1985b, p. 10). Motivation is a factor in foreign language learning
success (Gardner et al., 1997). In this study, motivation is derived from Clement,
Gardner, and Smith (1977 cited in Ramage, 1990), consisting of integrative and
instrumental motivation, and it was assessed by using a questionnaire.
Integrative motivation refers to a desire to become more valued members
of the target language community (Gardner & Lambert, 1959 cited in Ramage,
1990).
Instrumental motivation refers to a determination to acquire another
language to achieve such goals as a good job or social recognition (Clement et al.,
1977 cited in Ramage, 1990).
Lower secondary students are students studying in grades 7–9 (In Thailand
that means students from Mathayomsuksa1–3).
Upper secondary students are students studying in grades 10–12
(In Thailand that means students from Mathayomsuksa 4–6).
1.10 Limitations of the Study
This study aimed to investigate the motivation towards English language
learning in a secondary school in Thailand. It was limited to only one school in
Thailand, so generalizations could be made only for other schools which have
similar contexts. Moreover, the questionnaire was only self-reported, it was not
students’ actual observable behaviors.
10
1.11 Chapter Summary
This chapter presents the foundation of this research, describing the
background, the statement of the problem, purpose of the study, research questions,
objectives of the study, statement of the hypothesis, significance of the study, the
study scope, definition of terms, and limitations of the study. Since much research
has dealt with motivation, gender, and the relationship of motivation and academic
achievement, this research focused on the different levels of motivation (integrative
and instrumental). The findings of this study may provide information about English
language learning motivation levels, types and the differences of students in lower
secondary and upper secondary in Thailand. It may also identify the supports
students want for increasing their levels of motivation towards the English language.
11
CHAPTER 2
LITERATURE REVIEW
This chapter presents the review of literature, consisting of four main
sections. The first section shows the definition of motivation. In the second section,
I reviewed types of motivation. In the third section, I present the previous research
which is classified according to their common points and different points. The last
section presents the chapter summary.
2.1 Definition of Motivation
Motivation is the main factor in foreign language learning success and has
been extensively investigated (Gardner et al., 1997). Gardner (1985b) stated that
motivation is “the extent to which the individual works or strives to learn the
language because of a desire to do so and the satisfaction experienced in the activity”
(p. 10). According to Gardner (1985b), in order to understand why language learners
were motivated, it is essential to understand the learners’ ultimate goal or purpose
for learning the language.
Ryan and Deci (2000, p. 54) stated that “to be motivated means to be
moved to do something”. Unlike unmotivated people who have lost impetus and
inspiration to act, motivated people are energized to the end of a task.
Motivation is responsible for: why people decide to do something, how
long they are willing to sustain the activity, and how hard they are going to pursue it
(Dörnyei, 2001b, p. 8). Dörnyei (2001a) stated that the current trend in motivational
psychology and in psychology in general is characterized by the cognitive approach,
which places the focus on how the individual‘s conscious attitudes, thoughts, beliefs,
and interpretation of events influence their behavior, that is, how mental processes
are transformed into action.
12
2.2 Types of Motivation
2.2.1 Intrinsic Motivation vs. Extrinsic Motivation
This classification comes from the cognitive views which “stress that
human behavior is influenced by the way people think about themselves and their
environment” (Biehler & Snowman, 1974, p. 402). Intrinsic motivation is present
when learners actively seek out and participate in activities without having to be
rewarded by materials or activities outside the learning task. Intrinsic motivation
refers to tasks that are rewarding in and of themselves, such as the pleasure of
solving a puzzle, learning, or playing a game; the motivation factors for taking such
actions are not external, but internal. On the other hand, extrinsic motivation
involves engaging in a task due to external factors. As Dörnyei (1994) explains,
“extrinsic motivation refers to behaviors that ‘the individual performs to receive
some extrinsic reward’ such as getting good grades, being praised by the teacher or
to avoid punishment” (p. 275).
2.2.2 Integrative vs. Instrumental
Two kinds of motivation were introduced by Gardner and Lambert (1959)
to measure motivation; they are integrative and instrumental motivation. Integrative
orientation deals with the student’s motivation to learn a language for reasons such
as an interest in foreign languages, a desire for interaction with the target language
community, and attitudes toward the target language community (Gardner & Lamber,
1972). Integrative orientation is the most often researched concept of SLA
motivational literature and has led researchers to conclude that “integrativeness
appears to be the single most important factor” of L2 acquisition (Dörnyei & Csizér
2005, p. 19) as studies and research show “that learners ranking high on integrative
orientation work harder and learn faster than those who are low on integrative
motivation.”
13
Instrumental orientation deals with the practical advantage of learning an
L2. As Brown (2000) pointed out, the instrumental side of the
integrative-instrumental dichotomy refers to “acquiring a language as a means for
attaining instrumental goals: furthering a career, reading technical material,
translation, and so forth.” (p. 162).
Integrative motivation refers to a desire to become more like valued
members of the target language community (Gardner & Lambert, 1959 cited in
Ramage, 1990). Instrumental motivation refers to a determination to acquire another
language to achieve such goals as a good job or social recognition (Clement,
Gardner & Smith, 1977, p. 124 cited in Ramage, 1990). Samimy and Tabuse (1992)
conducted research on motivation and gave similar definitions of these two terms.
They defined integrative motivation as the learners’ desire for cultural broadening,
and instrumental motivation as the learners’ belief in the importance of foreign
language study. There are many key factors which play an important role in
motivating students in learning a foreign language.
2.2.3 Self Determination Theory
Self Determination theory (SDT) highlights the importance of “human’s
evolved inner resources of personality development and behavioral self-regulation”
(Deci & Ryan, 2000). Within this construct two motivational types are at play:
extrinsic and intrinsic motivation (Dornyei, 2003; Noels, Clément, & Pelletier, 2003).
SDT views these factors as lying along a continuum of self-determination where,
through the process of self-regulation, extrinsic contingencies are progressively
transformed into intrinsic (self-determined) values and motivations (Noels et al., 2003).
Extrinsic motivation according to self-determination theory can be broken
down into four constructs: external regulation, introjected regulation, identified
regulation, and integrated regulation. Self-determination theory focuses on the
competence, relationships/relatedness, and autonomy, which appear to enhance
14
intrinsic motivation (Deci & Ryan, 2000).
2.2.4 The Ideal Self
Recently, motivational theories have been developed to include the Ideal
Self, a notion developed by Dörnyei (2005; 2009) that attempts to reframe
motivation in the context of contemporary notions of self and identity. According to
Dörnyei’s Motivational Self-system, motivation comes about from the student’s
desire to lessen the gap between their actual self and their ought-to self (Kormos &
Csizer, 2008). The theory is broken down into three components (Dörnyei &
Csizér, 2005; Dörnyei, 2005; Kormos & Csizér, 2008):
1) The ideal L2 self: The representation of all the attributes that a person
would like to possess (e.g., hopes, aspiration, desires).
2) Ought-to L2 self: The attributes that one believes one ought to
possess to avoid possible negative outcomes, and which therefore may bear little
resemblance to the person’s own desires or wishes (Dornyei, 2005).
3) L2 Learning experience: The attributes that are concerned with
executive motives related to the immediate learning environment and experience
(Dörnyei, 2005).
There are several kinds of motivational theories, but this study only
focuses on integrative and instrumental motivation, which was introduced by
Gardner and Lambert (1959).
2.3 Related Research
2.3.1 Integrative Motivation vs. Instrumental Motivation
There was some research focusing on the levels and types of motivations
(integrative motivation, instrumental motivation). Most of the research found that
students’ instrumental motivation is higher than integrative motivation. For example,
Al-Tamimi and Shuib (2009) conducted a research study investigating students’
15
motivation in terms of three motivational constructs: integrative motivation,
instrumental motivation and personal motivation based on Gardner’s (1985a) and
Cooper and Fishman’s (1977) works. The findings showed that the subjects’ greater
support of instrumental reasons for learning the English language including
utilitarian and academic reasons. Personal reasons were also regarded as important
motives by the students. It also shows that a high number of the students showed
their interest in the culture of the English speaking world as represented by
English-language films.
Kyriacou and Zhu (2008) explored the perception of high school students
regarding their motivation towards learning English and their perceived influence on
others, and the findings indicated that these students’ English learning motivation is
dominated by life and career-based reasons rather than integrative reasons.
Moiinvaziri (2008) took 255 university students of Sirjan as participants,
and used a questionnaire based on Gardner’s Attitude/Motivation Test Battery
(AMTB) as the instrument. The findings showed that students were highly
motivated in both instrumental and integrative orientations.
Tahaineh (2013) did research about the motivation orientations
(instrumental & integrative) of the Jordanian EFL female undergraduates and their
attitude towards learning the target language and its community. The participants
were 184 students majoring in English language and literature at Al Balqa' Applied
University-Princess Alia University College-Amman, Jordan. By using the
Attitude/Motivation Test Battery, the researcher found that the subjects’ greater
support of instrumental reasons for learning the English language including
utilitarian and academic reasons, and it also provided evidence that learning English
as a part of the culture of its people had the least impact in students' English
language motivation, whereas their attitudes towards the target language community
and its members were generally found to be highly positive.
16
2.3.2 Motivation vs. Education Level/ Age
Many of the research studies show that students from lower education
levels are more motivated than the students from higher education levels, and the
younger learners are more motivated than older learners.
Sung and Padilla (1998) found similar results in their study which showed
that elementary students were more motivated than secondary students toward
learning Chinese, Japanese, and Korean.
Baker and MacIntyre (2000) also reported that the younger learners in their
study were more motivated than the older learners. In Sung’s (2010) study of college
learners of Chinese, age was found to be a factor influencing the learners, with
younger learners being more positive toward Chinese language learning due to
friends’ opinions about the classes and professors at school and the desire to study in
a Chinese-speaking country.
Williams et al. (2002) revealed that seventh graders scored significantly
higher on the need for the French language, integrative orientation, positive attitude
toward their teachers, and perceived self-ability and success than ninth graders.
On the other hand, a few studies on age and L2 motivation reported
contradictory results. Kormos and Csizér (2008) compared three different age
groups of Hungarian learners of English and concluded that the youngest group, the
secondary school students, had a lower motivation level than the university students
and adult learners.
Wong (2008) investigated the motivation towards English language
learning of Chinese immigrant students who were 13 to 22 years old. The
participants were 109 secondary school Chinese immigrant students who came from
Guangdong province. She found that Chinese immigrant students who were less
than 15 years old had a lower mean score of motivation than those who were more
than 16 years old. It was found that Chinese immigrant learners of English older
than 20 in Hong Kong displayed higher motivation to learn English than those
17
younger than 15.
2.3.3 Motivation vs. Language Achievement
Many research studies on the relationship between learners’ integrative
motivation, instrumental motivation and English proficiency or English academic
achievement have been conducted, the results show that there was a positive
relationship between learners’ integrative motivation, instrumental motivation and
English proficiency or English academic achievement.
For instance, Gardner and Lambert (1972) conducted a study on the
relationship between motivation and foreign language achievement with high school
students taking French as a foreign language in Connecticut. A motivation
questionnaire and French achievement tests were administered to 142 students. It
was found that there was a positive relationship between integrative motivation and
the students’ grades in French.
Gardner et al. (1985) studied the relationship between integrative
motivation and achievement in a foreign language (French) course. A total of 170
students responded to questionnaires adapted from Attitudes and Motivation Test
Battery (AMTB). Gardner et al. (1985) found a positive relationship between the
integrative motivation and students’ French language achievement (French grades).
Gardner and Masgoret (2003) carried out a meta-analysis of more than
10,000 participants to investigate the relationship of second language achievement
to five attitude/ motivation variables from Gardner’s Socio-educational model:
integrativeness, attitudes toward the learning situation, motivation, integrative
orientation and instrumental orientation. Two of the major conclusions in this study
were that the five classes of variables are all positively related to achievement in
a second language and that motivation is more highly related to second language
achievement than the other four variables.
Choosri and Intharaksa (2011) investigated the relationship between
18
integrative and instrumental motivation and foreign language achievement of Thai
technical students enrolled in English courses. 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).
Ghanea et al. (2011) examined the relationship between learners’
integrative motivation, instrumental motivation and English proficiency among
Iranian learners. They found that there was a significant relationship between the
integrative motivation and instrumental motivation with English proficiency among
EFL learners of Shiraz Azad University.
Liu (2007) did research about Chinese students’ motivation to learn
English at the tertiary level. The study revealed that the students had positive
attitudes toward learning English and were highly motivated to study it, that the
students were more instrumentally than integratively motivated to learn English, and
that the students’ attitudes and motivation were positively correlated with their
English proficiency.
Kitjaroonchai and Kitjaroonchai (2012) conducted research about the types
of motivation (integrative or instrumental) that Thai English majors at Asia-Pacific
International University have toward English learning, and the correlation between
the students’ learning motivation and their academic achievement (GPA).
The findings revealed that the students had high levels of integrative and
instrumental motivation to learn English. Their instrumental motivation was found
slightly higher than their integrative motivation. It also demonstrated that there was
a significant positive relation between students’ learning motivation and their
academic achievement (GPA).
19
Oranpattanachai (2013) did research about the motivation of Thai
undergraduate students in an English language classroom. The participants consisted
of 420 first-year Thai engineering students from a public university. The data were
collected through a questionnaire. The findings showed that students took English
courses for both integrative and instrumental motivation as well as to fulfill the
university English language requirement. The majority of students reported that
instrumental reasons for studying English were more important than integrative
reasons. The integrative motivation significantly contributed to the students’ strength
of motivation. Students’ reasons for taking English to fulfill the university foreign
language requirement was a significant predictor of their English course grades, and
integrative motivation and instrumental motivation were the significant predictors of
the students’ desires to continue studying English beyond their fulfillment of the
university English language requirement.
2.4 Chapter Summary
This chapter is a review of the definition of motivation and motivation
theories focusing on integrative motivation and instrumental motivation. It also
shows the previous research on the motivation towards English language learning.
Most of the research found that students’ instrumental motivation was higher than
integrative motivation, and younger learners had higher motivation than older
learners. It was also found that female students’ motivation was higher than male
students, and there was a positive relationship between motivation and English
language achievement. Many researchers get their research findings by using a
questionnaire or interview. The next chapter presents the research design, data
collection and data analysis.
20
CHAPTER 3
RESEARCH METHODS
This chapter presents the research methods of this study, consisting of eight
sections as follows: research design, context of the study, population and
participants, research instruments, data collection procedure, data analysis, ethical
considerations, and chapter summary.
3.1 Research Design
The purposes of this study were to investigate the English language
learning motivation levels and types of motivation, and to find out if there were
differences between the motivation towards English language learning of lower
secondary school students and upper secondary school students in a secondary
school in Thailand. Moreover, it aimed to find out the supports that students wanted
in order to foster their levels of motivation towards English language learning. To
achieve these purposes, a mixed-method research approach was used.
I chose to use an explanatory sequential mixed-methods design to conduct
this study. The explanatory sequential mixed methods design consists of first
collecting quantitative data and then collecting qualitative data in sequence to help
explain or elaborate on the quantitative results (Creswell & Plano Clark, 2011).
The rationale for this approach was that the quantitative data and results provide
a general picture of the research problem; more analysis, specifically through
qualitative data collection, was needed to refine, extend, or explain the general
picture. In this research, I assessed the levels of students’ motivation first, and then
chose students who were from different motivation levels to interview with attempts
to find out what supports they wanted for increasing their motivation towards
English language learning.
21
3.2 The Context of the Study
Because of ethical reasons (harm, privacy, rights, and autonomy), I do not
want to reveal the school’s name in this section. However, I have provided adequate
information about the school as follows. I conducted this study at a school which is
located in the eastern part of Thailand. This school has a 70 year history, and it is
a private school, which consists of kindergarten, primary, lower secondary and upper
secondary levels. At the time of this study, there were approximately 4,500 students
in this school including about 1500 students in both the lower secondary and upper
secondary levels. The school uses English as the teaching language in the main
subjects (for example: English, Mathematics, Science, Social studies, etc.) from
kindergarten to upper secondary, except for the Thai language, Chinese, music,
computer, and PE classes. There were 343 teachers (284 Thai teachers and 59
foreign teachers) in this school.
3.3 Population and Participants
The population in this study was students of a secondary school located in
the eastern part of Thailand. The participants were from 48 different classes and
levels (Mathayomsuksa 1–6).
There were two types of participants in this study: surveyed participants
and interviewed participants. The surveyed participants were chosen by using the
combination between the stratified sampling technique and the random sampling
technique. The interview participants were chosen according to their motivation
levels and their answers to open-ended questions. The procedure to select the
participants was as follows.
3.3.1 Survey Participants
The estimated number of participants needed to conduct statistical tests
with sufficient power was 304, calculated by using G*Power Software (Erdfelder,
22
Faul, & Buchner, 1996) with a small effect size of 0.25, statistical power of 0.7, and
alpha level of 0.05. Out of these 304 participants, I stratified the number of
participants to 152 from the lower secondary level and 152 from upper secondary
level.
Based on the school’s current statistics, there were eight classes in each
level of education (Mathayomsuksa 1–6). In order to obtain 152 students from the
lower secondary school level (Mathayomsuksa 1–3), the number of participants I
needed to collect the data was approximately 50 students (152/3 = 50). Since there
were eight classes in each level, the expected number of participants was seven from
each level (50/8 = 7). As was the case of the lower secondary school, I chose seven
participants in each class from the upper secondary school (Mathayomsuksa 4–6).
To select the seven participants, I employed the random sampling technique to select
students in each class.
The total number of participants I got was 336 participants. Out of these
participants, 168 were from lower secondary, and 168 participants were from upper
secondary. There were 23 (6.85%) females and 313 (93.15%) males.
3.3.2 Interview Participants
In the questionnaire, I asked the participants to provide their contact
information in order to contact them for further interviews. Since there were no
participants in the very low motivation level, I chose to interview participants who
were in the very high, high, average, and low motivation levels (four participants
from each level) to find out what supports they need to help them become motivated.
I chose 16 interview participants according to their motivation levels and the
answers to open-ended questions. Since there was only one participant from upper
secondary who was in low motivation, I chose three other participants from lower
secondary who were in low motivation. The interview participants’ information is
presented in Table 1.
23
Table 1 Information of Interviewees
Interviewees Motivation level Gender Education level
Student 1 Very high Female Upper secondary
Student 2 Very high Female Upper secondary
Student 3 Very high Male Lower secondary
Student 4 Very high Male Lower secondary
Student 5 High Male Upper secondary
Student 6 High Male Upper secondary
Student 7 High Male Lower secondary
Student 8 High Male Lower secondary
Student 9 Average Male Upper secondary
Student 10 Average Male Upper secondary
Student 11 Average Male Lower secondary
Student 12 Average Male Lower secondary
Student 13 Low Male Upper secondary
Student 14 Low Male Lower secondary
Student 15 Low Male Lower secondary
Student 16 Low Male Lower secondary
3.4 Research Instruments
There were two types of research instruments: a questionnaire and an
interview. The description of each instrument is presented below.
3.4.1 Questionnaire
In this study, the questionnaire was adapted from two researchers:
(1) Gardner (1985a) for his Attitude Motivation Test Battery (AMTB) using the
integrative and instrumental orientation scales; and (2) Liu (2007). To better suit the
learning situation in Thailand, further modifications were made as follows.
24
First, I took all eight statements from Gardner and combined them with 22
statements from Liu (2007). In Liu’s original questionnaire, there were 44
statements (8 Attitude, 6 Travel Orientation, 14 Integrative, and 16 Instrumental).
Those statements of integrative and instrumental motivation were redundant with
Gardner’s questionnaire, so I adapted only 22 statements from Liu (2007). Table 2
summarizes the questionnaire items.
Table 2 Questionnaire Distribution
item Garner’s (AMTB) (1985a) Liu (2007).
Integrative
Motivation (1-15)
4, 8, 9, 12 1, 2, 3, 5, 6, 7, 10, 11,
13, 14, 15
Instrumental
Motivation (16-30)
17, 23, 26, 28 16, 18, 19, 20, 21, 22,
24, 25, 27, 29, 30
Second, after combining the two questionnaires, I made the format to have
the same beginning as “Studying English is important because…” so that students
can understand the items and easily complete the questionnaire. I also modified
keywords in the questionnaire statements to match the current situation of global
English; for example, Item 5 from Liu (2007, pp. 144): “The British are
open-minded and modern people.” This statement was modified as: “Studying
English is important because it will allow me to know more native speakers of
English who are open-minded and modern people.” Table 3 shows the modification
examples.
25
Table 3 Questionnaire Modifications
Motivational items
Original statements New statements
1. Studying English can be important for
me because I would like to meet
foreigners with whom I can speak English.
1. Studying English is important
because I would like to meet foreigners
with whom I can speak English.
2. Studying English can be important for
me because it will enable me to better
understand and appreciate English art and
literature.
2. Studying English is important
because it will enable me to better
understand and appreciate art and
literature in the English language.
5. The British are open-minded and
modern people.
5. Studying English is important
because it will allow me to know more
native speakers of English who are
open-minded and modern people.
14. I would like to know more British
people.
14. Studying English is important
because I would like to know more
native speakers of English.
Apart from changing keywords, I changed the seven-point Likert scale
from the original Garner’s AMTB to be a five-point Likert scale. The seven-point
Likert scale tended to produce better distributions of data when the total number of
data was less than one hundred; however, there were more than one hundred
participants, so the five-point Likert scale worked better. In addition, the five-point
Likert scale could enable participants to choose answers more easily, compared to
the seven-Likert scale.
26
The questionnaire consisted of 30 items with a five-point Likert scale (on a
scale of 1-5, ranging from strongly disagree = 1 to strongly agree = 5). The
questions about integrative motivation were items 1-15, and the questions about
instrumental motivation were items 16-30.
After modifications, the final questionnaire was translated into Thai by
a research assistant in order to facilitate an understanding. After that, I sent the
translation to three experts to validate the content (integrative items and instrumental
items). The final questionnaire format consisted of the following parts (see
Appendix B).
Part I: General information of the respondents: gender, age, level of
education, email address, and telephone number. The data in this part were collected
only for future interview communication.
Part II: Integrative motivational items (1-15), and instrumental
motivational items (16-30). The statements were only in positive meaning.
Part III: An open-ended question on what supports students want for
increasing their levels of motivation towards English language learning.
3.4.2 Semi-structured Interview
In this research, a semi-structured interview was conducted which
attempted to find out what supports the students wanted for increasing their
motivation towards English language learning. I used an open-ended survey as a
guide for the interview part. The main questions are as follows:
1) What’s your name?
2) Which class are you in?
3) Do you like studying English?
4) Why do/ don’t you like studying English?
5) Why are you studying English?
6) How do you feel about your English class?
27
7) What do you like about your English class?
8) What don’t you like about your English class?
9) What supports do you need for increasing your level of motivation
towards English language learning?
According to the opinions of different participants, some questions were
added during the interview, for example: “How does your English teacher teach?”.
3.4.3 Validity and Reliability of Research Instrument
1) Validity Check
To enhance the validity of the questionnaire, I invited three experts to
check the content validity of the questionnaire by using the Item-Objective
Congruence Index (IOC). Two of the experts were professors who have been
teaching English at Burapha University for many years. Another expert was a guest
lecturer of the Human Resource Development (HRD) program at Burapha
University.
I asked for their help to evaluate the content validity of the questionnaire.
Suggestions and modifications were given after using the Item-Objective
Congruence Index (IOC) to assess the relevancy of the content and the objective of
the questionnaire (Rovinelli & Hambleton, 1977, p. 55). A 3-point scale (1 =
relevant, 0 = uncertain, -1 = irrelevant) was used to check the IOC. The
questionnaire was used when the results of the IOC index for each item by manual
item analysis (IAS) was higher than 50 percent.
IOC = ∑R
N
IOC represents Item Objective Congruence
∑R represents Total score of the experts’ opinions
N represents Number of experts
28
The total result of the IOC for the questionnaire from the three experts
in this study was 0.99 (see Appendix E).
2) Check
I modified of the questionnaire according to the experts’ comments and
suggestions. To enhance the reliability of the research instrument, a pilot test was
carried out after the IOC check. The final questionnaire was pilot tested with 96
students (47 were from Matthayomsuksa 2 and 49 were from Matthayomsuksa 6) in
the same school, which was located in the eastern part of Thailand. I asked two
research assistants to help distribute the questionnaires to the students. After that, the
questionnaires were sent back to me. I calculated the level of reliability in this
research by using a statistical package version. The reliability rate was 0.95.
3.5 Data Collection Procedure
3.5.1 Quantitative Data Collection
The questionnaire was administered to the students of lower and upper
secondary at a school which was located in the eastern part of Thailand. The data
collection was conducted during the first semester of the academic year 2015, two
weeks after the pilot test. The questionnaires were administered to the participants
by the researcher and the six research assistants in the school. Before I distributed
the questionnaire to the six research assistants, I did random sampling for each class,
and the random sampling numbers were 2, 13, 18, 21, 22, 41, and 47. I told the
research assistants about the research objectives and how to collect the data. I
emphasized that there was no right or wrong answer. I asked the research assistants
to inform the participants to be honest when answering the questionnaire. I did
closely supervise the administration of the questionnaires to ensure that the
participants understood all the items accurately.
29
Participants were required to tick a number on the five Likert-type scale
that best show their level of agreement with the statements and to answer the
open-ended questions. It took the participants approximately 30 minutes to complete
the questionnaire. Since four of the questionnaires were not completed, I did not
include them for analysis. I got 332 useful questionnaires from 336 questionnaires,
which were distributed (166 were for the lower secondary level and another 166
were for the upper secondary level). Therefore, I got a 98.81% response rate.
3.5.2 Qualitative Data Collection
After I had calculated the motivational levels of the students, I found that
no participants were in a very low motivation level, so I decided to choose the
students who were in very high, high, average, and low motivation levels to do the
interviews. Sixteen interviewees (16) who were in very high (4), high (4), average
(4), and low (4) motivation levels were interviewed face to face. The interviews
were conducted in pairs, but there were two students who had different time
schedules, so they were interviewed individually. The obtained information helped
to find the supports students want for increasing their motivation of English
language learning.
3.6 Data Analysis
The data set in this study consisted of quantitative and qualitative data.
For the quantitative data, a statistical package version was employed. For the
qualitative data, a coding technique was used. The details of the data analysis are
presented based on research questions as follows.
Research Question 1: What are the levels and main type (integrative or
instrumental) of lower and upper secondary students’ motivation for English
language learning?
To answer this research question, descriptive statistics (means and standard
30
deviations) were computed on the student participants’ responses of the integrative
motivation and instrumental motivation. To interpret the mean scores for students’
motivational level, I adopted the interpreting procedure designed by Best (1981)
and Degang (2010) as shown in Table 4.
Table 4 Interpretation of Mean Scores of Motivational Levels
Level Range of Score
Very high 4.50 – 5.00
High 3.50 – 4.49
Average 2.50 – 3.49
Low 1.50 – 2.49
Very low 1.00 –1.49
The mean score for each item indicates the level of students’ motivation;
the higher score indicates that students had higher motivation while the lower score
indicates lower motivation.
Research Question 2: Are there any differences between lower secondary
and upper secondary students’ motivation?
To answer this research question, an independent sample t-test was
employed. Prior to running the t-test, I assessed three assumptions: normality,
homogeneity of variance, and independence of observation. To elaborate, descriptive
statistics (e.g., frequency, means, histograms, standard deviations, and skewness)
were employed to assess the assumption of normality, and this assumption was met.
The skewness and the kurtosis were appropriate when ranging from + 1 to -1.
The assumption of homogeneity of variance was not significant (integrative
motivation at .30 and instrumental at .33), which means that this assumption was
met. Finally, the independence of observation assumption was difficult to assess
31
since the participants took the questionnaire at the same time. After the assumptions
were examined, an independent sample t-test was used to determine whether there
was a significant difference between lower secondary and upper secondary students’
motivation.
Research Question 3: What supports do students of lower and upper secondary
want for increasing their levels of motivation towards English language learning?
The data set were from an open-ended questionnaire and the interviews.
I analyzed the open-ended questions first. I coded the questionnaires and categorized
them into groups. I coded the answers of the open-ended questions for patterns, and
categorized them into six categories of supports: teacher, school, self, peer, parents,
and government.
For the qualitative data, open coding and axial coding techniques were
used. Open coding code or label words and phrases found in the transcript or text.
Axial coding creates themes or categories by grouping codes or labels given to
words and phrases (Strauss & Corbin, 1990).
To illustrate the data coding process, I use one participant as an example:
“I would like native speakers to teach English, because they have good
pronunciation.” I coded this statement as “native speaker.” After that, I categorized
this code with other similar codes into the category of “teacher.”
In the interview part, after I had finished the interview in the Thai language,
I asked a Thai research assistant who had at least two years’ experience of
transcribing to help me transcribe the interview recordings. After that I coded the
data and categorized the data to find the supports that students wanted for increasing
their levels of motivation towards English language learning.
Sixteen participants decided to participate in the semi-structured interview.
The total recording time was 212 minutes. Originally, I had decided to interview
twenty (20) participants who were in very high (4), high (4), average (4), low (4),
32
and very low (4) motivation level. However, when I finished calculating the data, I
found that there were no students in very low motivation. Eventually, sixteen
interviewees (16) who were in very high (4), high (4), average (4), and low (4)
motivation levels were interviewed face to face.
3.7 Ethical Considerations
As a researcher, I took ethics into consideration because the field of social
sciences and others calls for the need to conduct ethical research. In order to do this,
first of all, I asked the permission of the school’s principal and the English teachers.
Before distributing the questionnaire, I told the research assistants to explain the
purpose of my research to all of the students and let them answer the questionnaire
voluntarily, and there were no wrong answers.
In order to protect the participant’s identity, I did not let them write their
names on the questionnaires. I told them and promised them that when I finished all
this research, I would destroy the questionnaires, and I would not share the
information with other people. In the interviews, I respected their ideas and made
them feel comfortable during the interview.
3.8 Chapter Summary
This study used the explanatory sequential mixed methods design with two
instruments: questionnaire and interview. The participants were 336 students of
lower and upper secondary at a school located in the eastern part of Thailand.
The participants’ ages ranged from 13-18 years old. The researcher was able to
analyze the data obtained using a statistical package version and the t-test. However,
the process was long and a little bit complicated. In order to protect the students’
identity, the researcher secured ethical consent before the dissemination of the
questionnaires.
33
CHAPTER 4
FINDINGS
This chapter presents the findings in this study. The quantitative findings
are presented in three parts according to the three research questions. First, the
descriptive statistics of all students’ motivation levels, the integrative motivation
level, and the instrumental motivation level are presented to show the levels and
main type of the lower secondary and upper secondary students’ motivation for
English language learning. Second, an independent sample t-test is presented to
show the differences between lower secondary and upper secondary students’
motivation. Last, the pattern of coding from the open-ended questionnaire and the
interviews are presented to show the supports students from lower secondary and
upper secondary want for increasing their levels of motivation towards English
language learning.
4.1 Findings of Research Question 1
Research Question 1: What are the levels and main type (integrative or
instrumental) of lower and upper secondary students’ motivation for English
language learning?
To answer this question, descriptive statistics (Means and Standard
Deviation) from both lower and upper secondary were computed on the student
participants’ responses of the integrative motivation and instrumental motivation.
The descriptive statistics of the integrative motivation level, the instrumental
motivation level, and the students’ total motivation level, are presented in Table 5.
34
Table 5 Descriptive Statistics of Motivation Level
N X SD Motivation level
Integrative motivation 332 4.20 .60 high
Instrumental motivation 332 4.30 .58 high
Overall 332 4.25 .56 high
The descriptive statistics in Table 5 show the mean score, standard deviation,
integrative motivation, instrumental motivation, and the total motivation level.
As indicated in Table 5, the total motivation is in the high level ( X = 4.25, SD = .56).
When examining each type of motivation, both integrative and instrumental
motivation are also in the high level ( X = 4.20 – 4.30, SD = .58 -.60). The mean score
of instrumental motivation is a little higher than integrative motivation.
4.2 Findings of Research Question 2
Research Question 2: Are there any differences between lower and upper
secondary students’ motivation?
To answer this question, an independent sample t-test was used to
determine whether there was a significant difference between lower secondary and
upper secondary students’ motivation. The results are shown in Table 6 and Table 7.
35
Table 6 Descriptive Statistics of Motivation Levels from Lower and Upper
Secondary School Students
Level N X S D
Integrative
motivation
Lower secondary 166 4.16 .64
Upper secondary 166 4.21 .55
Instrumental
motivation
Lower secondary 166 4.24 .63
Upper secondary 166 4.36 .53
Overall Lower secondary 166 4.20 .62
Upper secondary 166 4.29 .51
The descriptive statistics in Table 6 show the mean scores and standard
deviations of integrative motivation, instrumental motivation, and the total motivation
of lower secondary and upper secondary students.
Overall, the mean scores of upper secondary school students in all types of
motivation are a little higher than lower secondary school students ( X = 4.16–4.30,
SD = .51–.64). As indicated in Table 6, the instrumental motivation scores of both
levels are higher than integrative motivation ( X = 4.16–4.30, SD = .51–.64).
This means instrumental motivation is the main type of motivation towards learning
English.
36
Table 7 Independent Samples t-test of Lower Secondary and Upper Secondary
School Students
F Sig. T df Sig.
Integrative 1.06 .30 -.77 330 .44
Instrumental 2.16 .14 -1.86 330 .07
Overall 2.46 .12 -1.36 330 .18
*p < .05
An independent-samples t-test was conducted to compare the motivation
levels (integrative and instrumental) of lower secondary and upper secondary school
students. There was no significant difference in the integrative motivation scores for
lower secondary school students ( X = 4.16, SD = .64) and upper secondary school
students ( X = 4.21, SD = .55); t (330) = -.77, p = .44. There was no significant
difference in the instrumental motivation scores for lower secondary school students
( X =4.24, SD = .63) and upper secondary school students ( X =4.36, SD = .53);
t (330) = -1.86, p =.07. The results suggest that there was no significant difference
between lower secondary and upper secondary students’ motivation towards learning
English.
4.3 Findings of Research Question 3
Research Question 3: What supports do students of lower secondary and
upper secondary want for increasing the levels of their motivation towards
English language learning?
To answer this research question, the data were obtained from the
open-ended questionnaire and the interviews. The open-ended questionnaire was
37
completed by 232 participants. Table 8 presents the distribution of student’s
motivation levels from both lower and upper secondary school students.
Table 8 Distribution of the Open-ended Question
Motivation
level
Very high
High
Average
Low
Very low
Total
number
Lower
secondary
45 74 11 1 0 131
Upper
secondary
46 53 4 0 0 103
Overall 91 127 13 1 0 234
After coding the open-ended question, I found six kinds of supports
ranging from most to least reported as follows: teacher, school, self, peer, parents,
and government. One hundred and seventy two out of two hundred and thirty-four
participants (172/ 234) mentioned that they needed supports from teachers.
Eighty-seven out of two hundred and thirty-four participants (87/ 234) mentioned
that they needed supports from the school. Forty-eight out of two hundred and
thirty-four participants (48/ 234) mentioned that they needed supports from
themselves. Twenty-three out of two hundred and thirty four participants (23/ 234)
mentioned that they needed support from peers. Twenty-two out of two hundred and
thirty four participants (22/ 234) mentioned that they needed support from parents.
Four out of two hundred and thirty four participants (4/ 234) mentioned that they
needed support from the government.
38
4.3.1 Teacher
Students reported that they needed supports from teachers in order to have
more motivation (see Appendix F). Two-sub categories emerged: teacher
characteristics and teaching ability. Both are discussed below.
1) Teachers’ Characteristics
The data from the open-ended questionnaire revealed that the survey
participants needed teachers who were native speakers and friendly so that they had
more motivation to study the language. Twenty three (23) participants mentioned
that they wanted native speakers to teach. Three (3) participants wrote that they
wanted a friendly English teacher.
In the interviews, ten interview participants from motivation levels also
confirmed that teacher’s characteristics helped them become more motivated. I
found that most of the participants wanted teachers who were native speakers
because they had good pronunciation and taught enjoyably. The interview
participants who were in low motivation preferred Thai teachers or native speaker
teachers with Thai teaching assistants because with Thai teachers in class, they
would feel more comfortable. The quotes below support the interpretation above.
Student 1 (very high): “The teacher is one part of motivation, if
teachers teach well and be friendly, we will want to study…”
Student 6 (high): “I want kind and friendly teachers, don’t say too
much bad words or blame to students…”
Student 11 (average): “I want the teachers who have a good
relationship with students…”
Student 15 (low): “Mr. (Thai teacher) teaches well, if native speaker
teachers come to teach, classmates are afraid to speak…”
39
2) Teacher’s Abilities
The data from the open ended questionnaire revealed that 203 survey
participants needed support from the teacher’s ability so that they have more
motivation. The teaching abilities consisted of cognitive abilities, communicative
abilities, motor abilities and emotional abilities.
2.1) Cognitive Abilities
The cognitive abilities require that the teacher must be able to
understand the subject matter and related skills thought processes and attitudes at
a level and in a manner which facilitates organization and integration of information,
and interpretation and evaluation of ideas. The teachers should be able to learn,
understand, select, and use teaching strategies appropriate to the level, ability, and
interests of the students in the class. Most of the survey participants wanted support
from teachers’ cognitive abilities. They would like the teacher to teach well and
interestingly, and support the four English skills (reading, listening, speaking, and
writing).
To elaborate, thirty-one (31) survey participants said that teachers
should teach interestingly. Fifteen (15) survey participants said that teachers should
be able to support reading, speaking, writing and listening. Eight (8) survey
participants mentioned that teachers should tell the importance and benefits of
English to students so that students would like to study English more. Five (5)
survey participants said that teachers should teach more English in class so that they
can learn more. Five (5) survey participants said that teachers should teach well.
Three survey (3) participants said that teachers should use English in class. Two (2)
survey participants said that teachers should use new and various methods to teach
so that students would be more interested to study English. One (1) survey
participant said that teachers should follow the curriculum. One (1) survey
participant said that teachers should introduce English books, movies, songs and
40
others to students to increase their interest in English.
In the interview, most of the interview participants also reported that
they wanted supports for cognitive abilities. They would like to have someone to tell
them the importance and benefits of English. All of the interview participants
wanted to have more activities in class. It made them enjoy English class. Teachers
should not only teach and have students work in the exercise books. They should
prepare more classroom activities. The details are shown as below.
Sixteen interview participants mentioned that teachers should teach
interestingly.
Student 2 (very high): “I want teachers to teach English and make
jokes sometimes…”
Student 7 (high): “Teachers should teach interestingly, and tell jokes
to students…”
Student 10 (average): “Teachers should make students want to study
and teach interestingly…”
Student 16 (low): “Teachers should teach interestingly, understand
students and be in a good mood…”
Seven out of sixteen (7/16) interview participants mentioned that they
needed the teachers’ support for reading, speaking, writing and listening, and
teachers should make students practice more often as indicated in the following
quotes.
Student 1 (very high): “Teachers should not only teach grammar,
but should do some presentations and speaking…”
Student 8 (high): “Teachers should teach conversation, and let
students practice and speak in front of the class”
Student 11 (average): “I hope teachers can teach listening.”
Student 13 (low): “I need support with writing and reading.”
41
Seven out of sixteen (7/ 16) interview participants mentioned that
teachers should tell the importance and benefits of English to students, for example:
Student 4 (very high): “Teachers should tell the students the
importance of English, Thailand is one part of ASEAN, so we will use English in the
future……”
Student 6 (high): “I want the teachers to say to the students that
English is very important nowadays, we should pay attention to English.”
Student 9 (average): “Teachers should make students pay more
attention to English study. They should make us know that we will use English in
the future. If we can’t speak English, we can’t find a good job.”
Student 13 (low): “ASEAN is like nothing is happening; students
don’t pay attention that why we should study English.”
One out of sixteen (1/ 16) interview participants (who were at a low
motivation level) mentioned that: “I want teachers to teach more content.”
Two out of sixteen (2/ 16) interview participants mentioned directly
that teachers should teach well, for example:
Student 1 (very high): “The teacher is one part of motivation,
if teachers teach well and are friendly to students, students will want to study…”
Student 8 (high): “Some teachers don’t teach well and students can’t
understand…”
Four out of sixteen (4/ 16) interview participants meant that teachers
should use a variety of methods and materials in teaching English.
Student 1 (very high): “I want teachers to teach in new method to
make sure that students will not be bored.”
Student 5 (high): “Yes, I agree with him that teachers should use
new methods in teaching English…”
Student 9 (average): “Teachers should not only let students copy or
42
write English, they should use new methods to help us… The new methods mean
teachers not only teach the English books and let students copy in their notebooks;
teachers should prepare more activities, such as games, group work, and role play.”
Student 13 (low): “Teachers should teach in a modern way, say for
example using multimedia projectors, outdoor activities….”
2.2) Communicative Abilities
Communicative abilities require teachers to communicate effectively
with students, colleagues, aides, principals, parents, and others as needed. In this
research, participants mentioned that they need the supports from teachers to
communicate effectively with their friends. They would like teachers to be able to
understand students and make students understand the lessons. Thirteen (13) survey
participants said that teachers should be able to make students understand them and
what they teach in class.
In the interview, nine out of sixteen (9/ 16) interview participants
mentioned that they needed teachers who could understand students and make
students understand the lesson.
Student 1 (very high): “When students ask questions, the teachers
should give the correct answers and examples for us to better understand the lesson.”
Student 5 (high): “Teachers should make students understand, not
only let students copy and write…”
Student 10 (average): “Teachers should have educational games to
help students better understand the lesson.”
Student 16 (low): “Sometimes I don’t want to study, because the
teacher can’t explain very well, students and teachers can’t understand each other.”
2.3) Motor Abilities
Motor abilities require that the teacher should possess sufficient
sensory function to develop and maintain awareness of all students in the classroom,
43
and sufficient motor function to move about the classroom, manage materials and
supplies, and demonstrate and supervise classroom activities. In the questionnaire,
most of the survey participants mentioned that the teacher should prepare activities
and add more teaching material and content.
2.3.1) Activities
Eighty-six (86) survey participants mentioned about activities on
the open-ended questionnaire. The activities mentioned consisted of both in and
outdoor activities. The indoor activities should be interesting, fun and varied. For the
outdoor activities, they would like to have English camps or other activities with
native speakers.
Thirty-three (33) survey participants said that teachers should
prepare more activities about English. Fourteen (14) survey participants suggested
that teachers should have activities to watch English movies. Eleven (11) survey
participants said that having more activities with native speakers would be helpful.
Eleven (11) survey participants said that they would like to have listening activities
using English music/ songs. Seven (7) survey participants said that they would like
to have an English camp. Four (4) survey participants said that learning outside the
classroom could help them learn English better. Four (4) survey participants said
that they would like to have classroom activities using games. Two (2) survey
participants said that they would like to have English shows so that they could have
an opportunity to practice English.
In the interviews, the participants also mentioned that they wanted
the support of making more activities. The activities included both indoor and
outdoor activities. The activities inside the classroom should be fun and varied, the
activities outside the classroom must give the students the opportunities to
communicate with native speakers, such as an English camp. The details are shown
below.
44
All (16/16) of the interview participants said that they wanted the
support of having more activities.
Student 1 (very high): “I want to have more activities with native
speakers.”
Student 8 (high): “I want teachers to teach interestingly and have
more interesting activities…”
Student 11 (average): “I want to have more activities, for
example, have group work, and make everyone attend the activities.”
Student 14 (low): “I would like to have activities often.”
All (16/16) of the interview participants agreed that they would
like to watch English movies, have activities with native speakers, listen to English
music, attend an English camp, learn outside the classroom, and play games in class.
Student 2 (very high): “I would like to watch movies and listen to
music in class.”
Student 6 (high): “English camp can help us make more friends
and help to practice English.”
Student 12 (average): “I would like to listen to English songs in
class and study the English songs.”
Student 15 (low): “I want to have question and answer games in
class.”
2.3.2) Teaching Materials and Content
In the questionnaire, many survey participants wrote that they
needed the support from teaching material and content. They thought that studying
only English books which was not enough. They would like teachers to add more
teaching materials and content to increase their motivation level.
There were thirty-six (36) survey participants that mentioned they
needed the support about teaching materials and content. Seventeen (17) survey
45
participants said that adding more new and interesting materials would be helpful for
increasing their learning motivation. Eight (8) survey participants said that the
teacher should use modern facilities. Eight (8) survey participants said that they
would like to have more conversations in English. Three (3) survey participants said
that they would like to have more English exercises in class. One (1) survey
participant said that the teacher should allow students to use mobile phones in class.
In the interviews, the same findings were revealed. Seven out of
sixteen (7/ 16) interview participants wanted the support of adding more new and
interesting materials, as shown below:
Student 4 (very high): “Teaching content and teaching materials
should be interesting.”
Student 7 (high): “I want teachers to use pictures or cartoons
which match the content in the books.”
Student 10 (average): “I would like to have more interesting
content.”
Student 12 (low): “I want to study English that is related to the
future and can help me to make a living. Now the teachers teach only books.”
2.4) Emotional Abilities
The teachers should possess emotional abilities to be able to
demonstrate the emotional stability required for full utilization of intellectual
abilities and judgment, and be able to “read” and understand different social
situations and communicate effectively in social interactions.
Many participants mentioned that the teacher’s emotional abilities
could help them increase their motivation level. They would like the teacher to
maintain a good atmosphere in class, and try to make students feel comfortable.
Teachers should encourage students to study English. The details are discussed
below.
46
Twelve (12) survey participants said that teachers should encourage
students to study English. Nine (9) survey participants hoped that teachers would
create a good atmosphere in class, and try to make students feel comfortable.
In the interviews, the participants said that they enjoyed a good
atmosphere in class; it could help them to be relaxed. Teachers should not make
students feel nervous all the time. Teachers can sometimes tell jokes. Teachers
should avoid saying bad words to students; they should say something positive.
Four out of sixteen (4/ 16) interview participants mentioned that
teachers should encourage students.
Student 6 (high): “Ask students to read, and don’t give too many
comments when they read it wrong, let them speak first…”
Student 13 (low): “The Thai teacher teaches well, he encourages us
to speak out.”
The participants wanted support from teachers; teachers should
encourage students to study, and make students use English. Teachers should also
maintain a conducive atmosphere and make student feel relaxed.
Eight out of sixteen (8/ 16) interview participants wanted the teachers
to maintain a conducive atmosphere and make students feel relaxed.
Student 1 (very high): “Teachers should create a conductive
atmosphere in class, and make classmates help each other to study so that the
naughty students can pay more attention.”
Student 8 (high): “Teachers should crack jokes with students
sometimes; don’t be too serious, and don’t let students fell nervous.”
Student 9 (average): “I don’t like teachers who always say bad
words to students and blame students.”
Student 14 (low): “Teachers should make students feel relaxed when
studying…”
47
4.3.2 School
Students reported that they needed supports from the school in order to
have more motivation (see Appendix H). The school is an important place to
develop students. Students spend a lot of time in school. The participants also
noticed that. They thought supports from the school could help them increase their
motivation level. They wanted the school to hire more native speakers, add more
new and modern facilities, have more English classes, and have more activities both
inside and outside of school with native speakers.
In the interviews, most of the participants confirmed the same ideas.
In order to increase motivation, most of the participants mentioned that they would
like native speakers to teach, and new and modern facilities could help them enjoy
English class, and learn effectively. The school could also have more activities in
English, such as: English camps, English shows, and English student exchange
program. The school should add more English tutorial classes, and tell the
importance of English to students.
1) Hire more Native English Speakers
Twenty-three (23) survey participants said that they would like to have
native speakers to teach English. The school should hire more native speaker
teachers. Two (2) survey participants said that the school should require teachers to
teach all subjects in English.
I found that most of the interview participants wanted native speakers to
teach them because they have good pronunciation and are fun. The interview
participants who are low motivation preferred Thai teachers or native speakers with
a Thai co-teacher because with Thai teachers in class, they would feel more
comfortable.
Five out of sixteen (5/ 16) interview participants said that either Thai
teachers or native speaker teachers were good at teaching English. Two out of sixteen
48
(2/ 16) interview participants said that native speaker teachers and Thai co-teachers
were better. Seven out of sixteen (7/ 16) interview participants preferred native
speakers as teachers. Two of sixteen (2/ 16) interview participants wanted Thai
teachers.
Student 1 (very high): “Native speaker teachers are better than Thai
teachers, they have good pronunciation…”
Student 2 (very high): “Native speaker teachers don’t think too much
and they are fun teachers…”
Student 7 (high): “I want native speaker teachers to teach, because they
can teach clearer and have good pronunciation…”
Student 8 (average): “Both Thai teachers and native speaker teachers
are fine for me…”
Student 10 (average): “Native speaker teachers are better, because Thai
teachers make too much trouble; they are too strict and always force us to do
something…”
Student 13 (low): “The Thai teacher teaches well already, if native
speaker teachers come to teach, classmates don’t dare to speak…”
Student 14 (low): “Because the pronunciation is different, Mr. (Thai
teacher) is better, he teaches us to speak English, and Thai teachers can make
students understand easily …”
Student 16 (low): “I want native speaker teachers to teach and Thai
co-teachers …”
2) Acquire New Facilities
Ten (10) survey participants mentioned that the school should acquire
new facilities.
Most of the interview participants would like the school to acquire new
and modern facilities. They thought new and modern facilities could help them
49
enjoy English classes, and could learn effectively. Twelve out of sixteen (12/16)
interview participants mentioned the importance of modern facilities.
Student 3 (very high): “I would like to have a special English
classroom with CD players which can help students to listen to English.”
Student 7 (high): “Classrooms with computers are more convenient.”
Student 9 (average): “I want to have new TVs, air-conditioners, and
computers in the classrooms…”
Student 13 (low): “In my classroom, there is a projector but if it was
taken away, I think that would not be appropriate”
3) Address the Importance of English
Eight (8) survey participants said that the school should tell the
importance of English to students.
Many interview participants thought that telling the importance of
English could increase student’s motivation level. In the interviews, seven out of
sixteen (7/16) interview participants mentioned that the school should tell the
importance and benefits of English to students.
Student 4 (very high): “The school should tell the students the
importance of English, Thailand is one part of ASEAN, so we will use English in the
future…”
Student 5 (high): “I want students to pay more attention to studying
English. The teacher should inform us that we will use English in the future, if we
can’t speak English, we won’t be able to find a good job.”
Student 11 (average): “ASEAN is not important; it doesn’t motivate
students to study English.”
Student 13 (low): “I want the school to tell my classmates that English
is very important nowadays; we should pay attention to English.”
4) Add more English Classes in the Curricula
50
Seven (7) survey participants said that they would like to have more
English classes each day. Seven (7) survey participants said that they would like to
add more tutorial classes to help students learn more.
Two (2) out of sixteen interview participants mentioned that we should
add more tutorial classes.
Student 1 (very high): “School can add more one-to-one teaching
tutorial classes to students. If students know more, they will want to learn more.”
Student 2 (very high): “I have the same idea as her.”
5) Support Student Exchange Programs
Six (6) survey participants said that they would like to study with
exchange students. Three (3) survey participants said that the school should support
the opportunity for students to study abroad. Five (5) survey participants said that
the school should provide scholarships for students to go abroad to study.
Nine of sixteen (9/16) interview participants agreed that they wanted to
have exchange students or to be exchange students.
Student 2 (very high): “I want to be an exchange student because I can
know more about English, like how to pronounce better.”
Student 6 (high): “I think exchange students can help us want to know
more about English.”
Student 11 (average): “Exchange students can help.”
Student 15 (low): “I want to be an exchange student.”
6) Organize more English Activities
6.1) Have English Competitions
Five (5) survey participants said that they would like the school to
facilitate English competitions.
Two out of sixteen (2/16) interview participants (they are in the low
motivation group) mentioned that English competitions cannot help learning English.
51
Six out of sixteen (6/16) interview participants mentioned that they wanted English
competitions.
Student 3 (very high): “I would like to have a competition in
English speaking, listening, reading, and writing; it can help us to study English.”
Student 4 (high): “I think having a competition in English singing
and dancing will attract more students to join.”
Student 5 (average): “The school can have more English
competitions.”
Student 1 (low): “I think English competitions can’t help, because
only the good students will go to a competition; the students who are not very good
at English will not join.”
Student 2 (low): “I don’t think I will attend a competition.”
6.2) Organize English Shows
Two (2) survey participants said that the school should have activities
like English shows. Four out of sixteen (4/ 16) interview participants mentioned that
they would like to have English shows.
Student 1 (very high): “Teachers can have group work and role
playing in class and give comments and suggestions.”
Student 8 (high): “The school should have competitions about
English songs, dancing and English role plays shown on a stage…”
Student 11 (average): “Exchange students can help.”
Student 14 (low): “I want to have English shows which can help us
practice English…”
6.3) English Camps
Two (2) survey participants said that the school should have English
camps.
52
All (16/ 16) of the interview participants agreed that they would like
to have English camps.
Student 2 (very high): “I would like to have English camps.”
Student 7 (high): “English camps can help to make more friends and
help us practice English.”
Student 10 (average): “I would like to have English camps with
other schools.”
Student 14 (low): “I want to make more activities with native
speakers, such as English camps.”
4.3.3 Self
Participants reported that they needed supports from themselves in order to
have more motivation (see Appendix I). Self Determination theory (SDT) highlights
the importance of “human’s evolved inner resources of personality development and
behavioral self-regulation” (Deci & Ryan, 2000). Many participants also noticed the
importance of themselves. They thought supports from themselves could increase
motivation. They thought they should study and practice English often, study hard,
and pay more attention in class. Forty-eight (48) survey participants mentioned that
they needed the supports from themselves. The details are shown as below.
1) Practice Writing, Speaking, Listening, and Reading
Eighteen (18) survey participants said that they should practice writing,
speaking, listening, and reading, because they will get higher scores on tests and it
will make them more confident. Four (4) survey participants said that they should
read more about English in order for them to develop their vocabulary. Four (4)
survey participants said that they should watch cartoons or movies and listen to
music in English for them to be exposed to authentic situations. Two (2) survey
participants said that they should find the meaning of English words for them to be
able to use the words correctly. Two (2) survey participants said that they should
53
recite vocabulary every day so that they can memorize and use the words to
construct sentences.
2) Study Hard and Pay more Attention in Class
Eight (8) survey participants said that they should study hard. Five (5)
survey participants said that they should pay attention in class. Two (2) survey
participants said that they should have more tutorial classes.
The interviews reveal similar findings. The interview participants
thought they themselves were very important to increase motivation. They should
practice English, study hard, and pay more attention in the class. Specifically:
Student 3 (very high): “We can add one-to-one tutorial classes for
students. If I know more, I will want to learn more.”
Student 8 (high): “We should practice more about English.”
Student 9 (average): “We should study hard, if we don’t, nobody can
help us.”
Student 15 (low): “We should pay attention in class, sometimes I don’t
pay attention, and that is not good.”
4.3.4 Peers
Participants reported that they needed supports from peers in order to have
more motivation (see Appendix I). Peers in this research mean friends in school.
Many participants mentioned that friends in school could help them increase
motivation by telling the importance of English, asking them to join English
activities, introducing English books/movies, and helping them study English.
Twenty-one survey participants mentioned that support from friends in school can
help to increase students’ motivation level. The details are shown below.
1) Tell the Importance of English and Encourage Friends to Study
Eight (8) survey participants said that friends in school should tell the
importance and benefits of English learning to them. Five (5) survey participants
54
said that friends in school should encourage friends to study English. One (1) survey
participant said that friends in school should introduce English books, movies, etc.
to friends.
Many interview participants mentioned the same thing.
Seven out of sixteen (7/ 16) interview participants mentioned that
friends should tell the importance and benefits of English to students, as shown
below.
Student 2 (very high): “I want my classmates to tell me that English is
very important nowadays, we should pay attention to English.”
Student 6 (high): “Peers should tell his/her classmates the importance
of English, Thailand is one part of ASEAN, so we will use English in the future…”
Student 11 (average): “I want students to pay more attention about
English learning. Peers should make us know that we will use English in the future,
if we can’t speak English, we can’t find a good job.”
Student 13 (low): “ASEAN is like nothing is happening; students don’t
pay attention as to why we should study English.”
Two out of sixteen (2/16) interview participants mentioned that we
should encourage friends to study English:
Student 1 (very high): “We should encourage friends to study
English…”
Student 15 (low): “We should explain in Thai to help friends, if they
don’t understand English…”
Two out of sixteen (2/ 16) interview participants mentioned that we
should introduce English books, movies, etc.
Student 1 (very high): “We can share some English books and
movies…”
2) Invite Friends to Attend English Activities
55
Six (6) survey participants said that friends in school should invite
friends to attend English activities. One (1) survey participant said that friends in
school should help each other to study English.
Two out of sixteen (2/16) interview participants mentioned that we
should invite friends to participate in the English activities, for example:
Student 1 (very high): “We should invite friends to join an English
camp, so that maybe they will enjoy it…”
Two out of sixteen (2/ 16) interview participants mentioned that we
should help each other to study English, for example:
Student 10 (average): “Friends should help each other when they don’t
understand English…”
Most of the interview participants mentioned that they would like to
have group work so that everyone can join together and help each other.
4.3.5 Support from Parents
Participants reported that they needed supports from parents in order to
have more motivation (see Appendix I). Parents were very important for students
studying English. Many participants mentioned that they need the supports from
parents for heightening their motivation. Parents should tell the importance and the
benefits of English to students. Parents also should encourage students to study
English, introduce English books and movies to them, and provide money for them
to study more English. There were twenty-two (22) survey participants who
mentioned that they wanted support from their parents. The details are as below.
1) Tell the Importance of English and Encourage Students to Study
English
Eight (8) survey participants said that parents should tell the importance
and the benefits of English to them. Five (5) survey participants said that parents
should encourage students to speak with foreigners. Three (3) survey participants
56
said that parents should introduce English books, movies, etc. to them.
In the interviews, four out of sixteen (4/16) interview participants
mentioned that parents should tell the importance and the benefits of English.
Four out of sixteen (4/16) interview participants mentioned that parents should
encourage students to speak English.
Student 1 (very high): “My parents should encourage me to study
English; they should not blame me too much…”
Student 3 (very high): “If possible, my parents should tell me the
importance of English…”
2) Save Money for Tutorial Classes and Studying Abroad
Five (5) survey participants said that parents should save money for
them to study abroad. Three (3) survey participants said that parents should let
children have more tutorial classes.
In the interviews, I found similar views. Two out of sixteen (2/16)
interview participants mentioned that parents should save money for studying
abroad.
Student 1 (very high): “If my parents could afford to send me to study
abroad that would be so cool.”
Student 2 (very high): “If possible, I want to study abroad…”
Two out of sixteen (2/16) interview participants mentioned that parents
should let children have more tutorial classes, for example:
Student 5 (high): “Parents should let their children have more tutorial
classes if their children are not good at English…”
Student 7 (high): “Some tutorial classes are very good, and parents
should try to let children study some English outside of school…”
4.3.6 Support from the Government
Participants reported that they needed supports from the government in
57
order to enhance motivation (see Appendix J). However, only a few participants
mentioned that the government could help them to increase the motivation of
English learning. They wanted the supports about making more English activities,
giving more scholarships for students to study abroad, and giving more educational
support. The details are shown below.
Four (4) survey participants mentioned that they wanted support from the
government: one (1) survey participant said that the government should give
educational support; and three (3) survey participants said that the government
should provide scholarships for students to study abroad.
In the interviews, a few interview participants mentioned that they wanted
support about having English competitions and more activities. The details are
shown below.
Two out of sixteen (2/ 16) interview participants mentioned that the
government should support education.
Student 6 (high): “The government can the initiate programs and
competitions in English.”
Student 9 (average): “The government can initiate some activities about
introducing English culture and traditions.”
58
CHAPTER 5
DISCUSSION AND RECOMMENDATIONS
This chapter interprets the results presented in the previous chapter. It is
divided into four sections. The first section summarizes the findings of this study.
It also presents a comparison of the differences between lower and upper secondary
students’ motivation, and what supports students from lower and upper secondary
want to increase their motivation toward English language learning. The second
section presents the discussion of the findings; and the third section states the
conclusion of the study. The final section provides an overview of the theoretical
and practical implications of the results and offers suggestions for further research.
5.1 Summary of the Findings
This section interprets the results of the study, based on the quantitative
analysis of data to answer the first two research questions. It shows that the students’
motivation toward English language learning was high. And the instrumental
motivation was the main type of motivation (integrative and instrumental).
The research results revealed that there was no significant difference between lower
secondary and upper secondary students’ motivation. For the qualitative question,
it was found that students from lower secondary and upper secondary wanted the
supports from teachers, the school, self, peers, parents, and the government.
5.2 Discussion
5.2.1 Integrative Motivation vs. Instrumental Motivation
Based on comparisons of different types of motivation (integrative
motivation and instrumental motivation), it appears that both lower secondary and
upper secondary students’ motivation was high, and students’ instrumental
59
motivation level was higher than the integrative motivation level. This means
instrumental motivation was the main type of motivation. The results of this study
are consistent with Kyriacou and Zhu (2008), who found that high school students’
English learning motivation was dominated by instrumental motivation rather than
integrative reasons, and Moiinvaziri (2008), who found that students were highly
motivated in both instrumental and integrative orientations.
The basic scheme of Gardner’s 2006 “Socio-educational Model of Second
Language Acquisition” was explicit in indicating that the educational setting and the
cultural context were expected to have influences on motivation. This school was
located in the eastern part of Thailand, which is located near a famous city (Pattaya)
and the capital city of Thailand (Bangkok). Therefore, the students in this school
have more chances to meet foreigners. Some of the students have foreign parents.
In addition, this school is a private school, most of the students are from rich
families or their parents are from the middle and upper classes of society. These
factors may have great impact on students’ motivation toward English language
learning.
5.2.2 Motivation vs. Educational Level
Sung and Padilla (1998) found out that elementary students were more
motivated than secondary students toward learning Chinese, Japanese, and Korean.
In addition, Baker and MacIntyre (2000) also reported that younger learners in their
study were more motivated than older learners.
Williams et al. (2002) found that seventh graders scored significantly
higher on the need for the language, integrative orientation, positive attitude toward
their teachers, and perceived self-ability and success than ninth graders. However,
this research study found that the motivation level (both integrative and instrumental)
of upper secondary students was higher than lower secondary students. The finding
was not consistent with previous studies which revealed that the younger learners
60
were more motivated than older learners. This study was consistent with Wong
(2008) and Kormos and Csizér (2008) which found that older learners were more
motivated than younger learners. In this study, the reason that the motivation level of
upper secondary students was higher than lower secondary students may be that
upper secondary students need to pass a public university entrance examination in
which English is tested.
5.2.3 Supports for Increasing Students’ Motivation
The results of the study show that students from lower secondary and
upper secondary levels wanted the supports from teachers, the school, self, peers,
parents, and the government. The teacher was the most important support for
heightening students’ motivation. Teachers should have better teaching ability and
be friendly to students. The school should hire more native speakers to teach English,
add newer facilities, and prepare more English activities. The students should study
hard and pay attention in class. In addition, peers in the school can also help to
increase students’ motivation level. Peers should talk about the importance and
benefits of English to students, invite students to attend English activities, and
encourage them to study English. Moreover, parents should encourage students to
study English, and provide money for their children to attend tutorial classes and
study abroad. Furthermore, the government should provide more scholarships for
students to study overseas. This study offers in-depth information for educators to
consider when to enhance motivation towards English language learning. It is also a
springboard for others to listen to students’ since the students know what they need
to motivate them.
5.3 Conclusions
The research reveals that the students’ motivation toward English language
learning was high. Instrumental motivation was the main type of motivation.
61
There was no significant difference between lower secondary and upper secondary
students’ motivation.
The findings point out that teaching is not only about teachers; it is also
about students. After hearing from students, some important points about what
supports students need for heightening their motivation in English language learning
were noticed. In as much as the students want school facilities as support for
learning English, they also want support from teachers. For instance, they want their
teachers to maintain a comfortable environment. Moreover, they want their teachers
to prepare more activities. They also need much encouragement from their teachers.
In other words, the students want their teachers to spend ample time with them in a
friendly atmosphere. This creates a conductive environment to approach their
teachers without feeling scared. As such teachers, have a two-fold function of being
teaching tools and as guides. Finally, the teachers should be updated with the current
trends in teaching English and prepare more activities for students to be attracted to
learn English.
5.4 Recommendations
5.4.1 Recommendations for Teachers, the School, Self, Peers, Parents,
and the Government
Teachers should master teaching abilities and be friendly with students.
They should be well prepared and updated with the current trends in teaching
English. Teacher may use group work and team-building techniques to increase
students’ motivation to learn English. Teachers should be concerned about students’
feelings in English class, try to make students feel relaxed, and encourage them to
study English.
The school should hire more quality native speakers to teach English and
provide more appropriate textbooks for teachers and students. It is also necessary to
62
introduce additional authentic materials that are relevant and meaningful for learners.
With the development of computer assisted instruction (CAI), students can get more
information by using new facilities in class.
In addition, activities about English, such as English shows, English
competitions, English songs, etc. will provide authentic situations for students to use
English. Students should pay more attention in English class and work harder.
They should practice English reading, writing, listening, and speaking often and use
English to communicate in an authentic situation. The students can create natural
rapport with their friends in school and will be able to get support; this will shape
the students’ learning (Van Lier, 2000).
Family and school atmosphere are a viable and essential way to increase
the opportunities and supports for students to enhance their learning. The family’s
contributions and influence help the educational outcome of the learners. It is crucial
for schools to adopt successful approaches to working with parents because schools
and parents alike share the goal of providing the best education for the students.
Parents should encourage their children to study the English language and not put all
the blame on their children if they do not want to learn or if they get lower scores
than expected. Parents could introduce English materials to their children; for
example, English books and movies. If possible, parents could save more money for
their children to attend tutorial English classes or study aboard.
The government should pay more attention to English education, and
provide scholarships for studying overseas. Teachers also need to get support from
the government. Language learning involves coordination, collaboration, and
concerted effort to address the learning needs of students.
5.4.2 Recommendations for Further Study
This study was conducted in only one school. Further study may focus on
other schools or different areas. It is also recommended that a longitudinal study
could be conducted with a larger sample size of different levels of students. Other
63
research may be conducted in a different context such as in public schools since this
current research was conducted in a private school. In addition, a research study that
sheds light on the reasons students choose particular kinds of motivation in English
language learning may be also examined.
64
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APPENDICES
72
APPENDIX A
73
ETHICAL FORM
74
APPENDIX B
75
MOTIVATION QUESTIONNAIRE
This questionnaire is to survey the motivation in learning English of lower
secondary and upper secondary students at a school which is located in the eastern
part of Thailand.
Directions: This questionnaire is divided into 3 parts.
Part I: Student General Information
Part II: Motivational items (integrative motivation and instrumental
motivation).
Part III: An open-ended question about what supports students want for
increasing their motivation towards English language learning.
Part I: Student General Information
Instructions: Please fill in the blanks or check (√) the appropriate box.
1. Gender: ( ) male ( ) female
2. Age:
3. Grade:
M. / student number:
4. Email address:
5. Telephone number:
Part II: Motivational Items (Integrative Motivation and Instrumental Motivation)
Instructions: Please indicate your choice with a check (√) in the appropriate box
which appears most applicable to you. We would urge you to carefully read and give
accurate answers since the success of this study depends upon your input.
(1 = strongly disagree, 2 = disagree, 3 = moderate, 4 = agree, 5 = strongly agree)
76
Motivational Items 1 2 3 4 5
1. Studying English is important because I would like to meet
foreigners with whom I can speak English.
1 2 3 4 5
2. Studying English is important because it will enable me to
better understand and appreciate art and literature in the English
language.
1 2 3 4 5
3. Studying English is important because I will be able to
participate more freely in the activities of the English club.
1 2 3 4 5
4. Studying English is important because it will allow me to be
more at ease with people who speak English.
1 2 3 4 5
5. Studying English is important because it will allow me to know
more native speakers of English who are open-minded and
modern people.
1 2 3 4 5
6. Studying English is important because it helps me understand
and appreciate music and songs in the English language.
1 2 3 4 5
7. Studying English is important because it will allow me to know
more native speakers who are sociable and hospitable.
1 2 3 4 5
8. Studying English is important because it will enable me to
better understand and appreciate the ways of life of native
speakers of English.
1 2 3 4 5
9. Studying English is important because it will allow me to meet
and converse with more and varied people.
1 2 3 4 5
10. Studying English is important because I can keep in touch
with foreign friends and acquaintances.
1 2 3 4 5
11. Studying English is important because I would like to know
more about native speakers of English.
1 2 3 4 5
77
Motivational Items 1 2 3 4 5
12. Studying English is important because I will be able to
interact more easily with speakers of English.
1 2 3 4 5
13. Studying English is important because I would like to know
more about native speakers of English who are kind and cheerful.
1 2 3 4 5
14. Studying English is important because I would like to know
more native speakers of English.
1 2 3 4 5
15. Studying English is important because it will allow me to
know more native speakers of English who are kind and friendly.
1 2 3 4 5
16. Studying English is important because I may need it later
(e.g., for job, studies).
1 2 3 4 5
17. Studying English is important because other people will
respect me more if I know English.
1 2 3 4 5
18. Studying English is important because I will be able to search
for information and materials in English on the Internet.
1 2 3 4 5
19. Studying English is important because I will learn more about
what’s happening in the world.
1 2 3 4 5
20. Studying English is important because language learning often
gives me a feeling of success.
1 2 3 4 5
21. Studying English is important because language learning often
makes me happy.
1 2 3 4 5
22. Studying English is important because it provides an
interesting intellectual activity.
1 2 3 4 5
23. Studying English is important because it will make me appear
more educated.
1 2 3 4 5
24. Studying English is important because I believe an educated
person is supposed to be able to speak English.
1 2 3 4 5
78
Motivational Items 1 2 3 4 5
25. Studying English is important because it helps me to
understand English-speaking films, videos, TV and radio.
1 2 3 4 5
26. Studying English is important because it will be useful in
getting a good job.
1 2 3 4 5
27. Studying English is important because without it, one cannot
be successful in any field.
1 2 3 4 5
28. Studying English is important because I will need it for my
career.
1 2 3 4 5
29. Studying English is important because it will enable me to
learn more about the world.
1 2 3 4 5
30. Studying English is important because it will help me become
a more knowledgeable person.
1 2 3 4 5
Part III: Open-Ended Question.
31. What supports do you want for increasing your level of motivation towards
English language learning?
79
แบบสอบถามแรงจงใจในการเรยนภาษาองกฤษ
แบบสอบถามนเปนการส ารวจแรงจงใจในการเรยนภาษาองกฤษของนกเรยนระดบ
มธยมศกษาตอนตนและตอนปลายของโรงเรยนซงตงอยในภาคตะวนออกของประเทศไทย
ค ำชแจง : แบบสอบถามนจะแบงออกเปนสามสวน:
สวนทหนง : ขอมลทวไปเกยวกบนกเรยน
สวนทสอง : รายการเกยวกบแรงจงใจ ( แรงจงใจแบบบรณาการและแรงจงใจทม
ประโยชน )
สวนทสำม: ค าถามปลายเปดเกยวกบการสนบสนนหรอสงสนบสนนทนกเรยน
ตองการ เพอชวยใหแรงจงใจในการเรยนภาษาองกฤษเพมมากขน
สวนทหนง: ขอมลทวไปเกยวกบนกเรยน
ค ำชแจง: โปรดระบค าตอบและท าเครองหมาย ( √) ในวงเลบ
1. เพศ: ( ) ชาย ( ) หญง 2. อาย: ป
3. ระดบชนเรยน: ม. / หมายเลขบตรนกเรยน
4. ทอยอเมล:
5.หมายเลขโทรศพท:
สวนทสอง :รำยกำรเกยวกบแรงจงใจ (แรงจงใจแบบบรณำกำรและแรงจงใจทมประโยชน)
ค ำชแจง: กรณาระบขอเลอกและท าเครองหมาย (√) ในขอทตรงกบนกเรยนมากทสด
(1 = ไมเหนดวยอยางยง 2 = ไมเหนดวย 3 = ปานกลาง 4 = เหนดวย 5 = เหนดวยอยางยง)
80
รายการทเกยวกบแรงจงใจ 1 2 3 4 5
1. การเรยนภาษาองกฤษส าคญเพราะฉนอยากจะมโอกาสพบ
ชาวตางชาตทฉนพดภาษาองกฤษดวยได
1 2 3 4 5
2. การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนเขาใจและซาบซงใน
ศลปะและวรรณกรรมในภาษาองกฤษไดดขน
1 2 3 4 5
3. การเรยนภาษาองกฤษส าคญตอฉนเพราะท าใหฉนมสวนรวมใน
กจกรรมของชมรมภาษาองกฤษอยางมอสระมากขน
1 2 3 4 5
4. การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนรสกสบายใจมาก
ขนกบคนทพดภาษาองกฤษ
1 2 3 4 5
5. การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนรจกคนทเปนเจาของ
ภาษาองกฤษทใจกวางและทนสมย
1 2 3 4 5
6. การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนเขาใจและซาบซง
ดนตรและเพลงในภาษาองกฤษ
1 2 3 4 5
7. การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนรจกคนทเปนเจาของ
ภาษาองกฤษทเขากบคนงายและมไมตรจต
1 2 3 4 5
8. การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนเขาใจและชนชมวถ
ชวตของเจาของภาษาองกฤษไดดขน
1 2 3 4 5
9. การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนไดพบปะและสนทนา
กบผอนไดหลากหลายและมากขน
1 2 3 4 5
10. การเรยนภาษาองกฤษส าคญเพราะท าใหฉนตดตอกบเพอนและ
คนรจกทเปนชาวตางชาตได
1 2 3 4 5
81
รายการทเกยวกบแรงจงใจ 1 2 3 4 5
11. การเรยนภาษาองกฤษส าคญเพราะฉนอยากเขาใจคนทเปนเจาของ
ภาษาองกฤษมากขน
1 2 3 4 5
12. การเรยนภาษาองกฤษส าคญเพราะท าใหฉนโตตอบกบผทพด
ภาษาองกฤษไดงายขน
1 2 3 4 5
13. การเรยนภาษาองกฤษส าคญเพราะฉนอยากรจกคนทเปนเจาของ
ภาษาองกฤษทใจดและราเรง
1 2 3 4 5
14. การเรยนภาษาองกฤษส าคญเพราะฉนอยากรจกคนทเปนเจาของ
ภาษาองกฤษมากยงขน
1 2 3 4 5
15. การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนไดรจกคนทเปน
เจาของภาษาองกฤษทชอบเรยนรและสนกสนาน
1 2 3 4 5
16. การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนอาจตองใช
ภาษาองกฤษในโอกาสตอไป (เชน ในการศกษา)
1 2 3 4 5
17. การเรยนภาษาองกฤษส าคญตอฉนเพราะคนอนๆจะยอมรบฉน
มากขนถา รวาฉนรภาษาองกฤษ
1 2 3 4 5
18.การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนสามารถคนหาขอมล
และเรองราวตางๆทเปนภาษาองกฤษในอนเตอรเนตได
1 2 3 4 5
19. การเรยนภาษาองกฤษส าคญตอฉนเพราะท าใหฉนเรยนรเกยวกบ
สงตางๆ ทเกดขนในโลกมากขน
1 2 3 4 5
20. การเรยนภาษาองกฤษส าคญตอฉนเพราะการเรยนภาษาท าใหฉน
มความรสกถงความส าเรจ
1 2 3 4 5
82
รายการทเกยวกบแรงจงใจ 1 2 3 4 5
21. การเรยนภาษาองกฤษส าคญตอฉนเพราะการเรยนภาษามกจะท า
ใหฉนมความสข
1 2 3 4 5
22. การเรยนภาษาองกฤษส าคญตอฉนเพราะท าใหเกดกจกรรมทาง
ปญญาทนาสนใจ
1 2 3 4 5
23. การเรยนภาษาองกฤษส าคญตอฉนเพราะจะท าใหฉนดมการศกษา
มากขน
1 2 3 4 5
24. การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนเชอวาคนทม
การศกษาควรจะพดภาษาองกฤษได
1 2 3 4 5
25. การเรยนภาษาองกฤษส าคญตอฉนเพราะชวยท าใหฉนเขาใจ
ภาพยนตรวดโอโทรทศนหรอวทยทบรรยายเปนภาษาองกฤษ
1 2 3 4 5
26. การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนจ าเปนตองใชในการ
หางานท า
1 2 3 4 5
27. การเรยนภาษาองกฤษส าคญตอฉนเพราะหากใชภาษาองกฤษ
ไมไดฉนกไมอาจประสบความส าเรจในสาขาใดๆได
1 2 3 4 5
28. การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนจะตองใชในการ
ประกอบอาชพ
1 2 3 4 5
29.การเรยนภาษาองกฤษส าคญตอฉนเพราะชวยใหฉนเรยนรเกยวกบ
โลกมากขน
1 2 3 4 5
30.การเรยนภาษาองกฤษส าคญตอฉนเพราะจะชวยใหฉนเปนคนทม
ความรมากขน
1 2 3 4 5
83
สวนทสำม: ค ำถำมปลำยเปด
31. นกเรยนตองการความสนบสนนหรอสงสนบสนนอะไรบางทชวยใหแรงจงใจในการเรยน
ภาษาองกฤษเพมมากขน
84
APPENDIX C
85
INTERVIEW GUIDE
The interview questions
1. What’s your name?
2. Which class are you in?
3. Do you like studying English?
4. Why do/don’t you like studying English?
5. Why are you studying English?
6. How do you feel about your English class?
7. What do you like about your English class?
8. What don’t you like about your English class?
9. What supports do you need for increasing your level of motivation towards English
language learning?
ค ำถำมในกำรสมภำษณ
1. นกเรยนชออะไร
2. นกเรยนเรยนอยหองอะไร
3. นกเรยนชอบเรยนภาษาองกฤษไหม
4. ท าไมนกเรยนถงชอบ/ไมชอบเรยนภาษาองกฤษ
5. นกเรยนเรยนภาษาองกฤษไปท าไม
6. นกเรยนรสกอยางไรในหองเรยนภาษาองกฤษ
7. อะไรคอสงทนกเรยนชอบในหองเรยนภาษาองกฤษ
8. อะไรคอสงทนกเรยนไมชอบในหองเรยนภาษาองกฤษ
9. นกเรยนตองการความสนบสนนหรอสงสนบสนนอะไรบางทชวยใหแรงจงใจในการเรยน
ภาษาองกฤษของนกเรยนภาษาองกฤษเพมมากขน
86
APPENDIX D
87
THE EXPERTS’ SUGGESTIONS
Date______________
This is to certify that I, ____________________________, have read and
certify that the content of each item in the questionnaire is relevant with the
objectives set forth in the research instrument.
I agree that the proposed procedures and quantitative/ qualitative
instrument(s) are appropriate and relevant to the objectives.
I have the following suggestions:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______
__________________________________ (Signature)
__________________________________ (Position)
88
ASSESSMENT OF THE QUESTIONNAIRE (FOR EXPERTS)
Instructions
1. This evaluation form aims to check the content validity of the
questionnaire
2. The expert evaluates the Item Objective Congruence (IOC) by using the
following ratings.
+1 For the item that is in congruence with the objective.
0 For the item that is uncertain to be in congruence with the
objective.
-1 For the item that is not in congruence with the objective.
In this study, the questionnaire was adapted from the questionnaires
developed by (1) Gardner (1985) for his Attitude Motivation Test Battery (AMTB)
using the integrative and instrumental orientation scales; and (2) Liu (2007) who
investigated Chinese students’ motivation towards learning English. The
questionnaire consisted of 30 five-point Likert scale items (on a scale of 1-5, ranging
from strongly disagree = 1 to strongly agree = 5). The questions about integrative
motivation are items 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, and 15. The questions
about instrumental motivation are items 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27,
28, 29, and 30.
Integrative motivation refers to a desire to become more like valued
members of the target language community.
Instrumental motivation refers to a determination to acquire another
language to achieve such goals as a good job or social recognition.
89
MOTIVATION QUESTIONNAIRE
แบบสอบถำมแรงจงใจในกำรเรยนภำษำองกฤษ
Items IOC Scores Comments
Integrative motivation items :1--15 +1 0 -1
1. Studying English is important because I would
like to meet foreigners with whom I can speak
English.
การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนจะตองไดม
โอกาสพบชาวตางชาตทฉนพดภาษาองกฤษดวยได
2. Studying English is important because it will
enable me to better understand and appreciate art
and literature in the English language.
การเรยนภาษาองกฤษส าคญตอฉนเพราะชวยใหฉนเขาใจและ
ซาบซงในศลปะและวรรณกรรมทใชภาษาองกฤษไดดขน
3. Studying English is important because I will be
able to participate more freely in the activities of
the English club.
การเรยนภาษาองกฤษส าคญตอฉนเพราะท าใหฉนมสวนรวม
ในกจกรรมของชมรมภาษาองกฤษอยางมอสระมากขน
4. Studying English is important because it will
allow me to be more at ease with people who
speak English.
การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนรสกสบายใจมาก
ขนกบคนทพดภาษาองกฤษ
90
Items IOC Scores Comments
5. Studying English is important because it will
allow me to know more native speakers of English
who are open-minded and modern people.
การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนรจกคนทเปน
เจาของภาษาองกฤษทใจกวางและทนสมย
6. Studying English is important because it helps
me understand and appreciate music and songs in
the English language.
การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนเขาใจและซาบซง
ดนตรและเพลงในภาษาองกฤษ
7. Studying English is important because it will
allow me to know more native speakers who are
sociable and hospitable.
การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนรจกคนทเปน
เจาของภาษาองกฤษทเขากบคนงายและมไมตรจต
8. Studying English is important because it will
enable me to better understand and appreciate the
ways of life of native speakers of English.
การเรยนภาษาองกฤษส าคญเพราะจะชวยใหฉนเขาใจและชน
ชมวถชวตของเจาของภาษาองกฤษไดดขน
9. Studying English is important because it will
allow me to meet and converse with more and
varied people.
การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนไดพบปะและ
สนทนากบผอนไดหลากหลายและมากขน
91
Items IOC Scores Comments
10. Studying English is important because I can
keep in touch with foreign friends and
acquaintances.
การเรยนภาษาองกฤษส าคญเพราะท าใหฉนตดตอกบเพอน
และคนรจกทเปนชาวตางชาตได
11. Studying English is important because I would
like to know more about native speakers of
English.
การเรยนภาษาองกฤษส าคญเพราะฉนอยากเขาใจคนทเปน
เจาของภาษาองกฤษมากขน
12. Studying English is important because I will
be able to interact more easily with speakers of
English.
การเรยนภาษาองกฤษส าคญเพราะท าใหฉนโตตอบกบผทพด
ภาษาองกฤษไดงายขน
13. Studying English is important because I would
like to know more about native speakers of
English who are kind and cheerful.
การเรยนภาษาองกฤษส าคญเพราะฉนอยากรจกคนทเปน
เจาของภาษาองกฤษทใจดและราเรง
14. Studying English is important because I would
like to know more native speakers of English.
การเรยนภาษาองกฤษส าคญเพราะฉนอยากรจกคนทเปน
เจาของภาษาองกฤษมากยงขน
92
Items IOC Scores Comments
15. Studying English is important because it will
allow me to know more native speakers of English
who are eager to learn and fun.
การเรยนภาษาองกฤษส าคญเพราะชวยใหฉนไดรจกคนทเปน
เจาของภาษาองกฤษทชอบเรยนรและสนกสนาน
Instrumental motivation items :16-30 +1 0 -1
16. Studying English is important because I may
need it later (e.g., for job, studies).
การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนอาจตองใช
ภาษาองกฤษในโอกาสตอไป (เชน ในการศกษา)
17. Studying English is important because other
people will respect me more if I know English.
การเรยนภาษาองกฤษส าคญตอฉนเพราะคนอนๆ จะยอมรบ
ฉนมากขนถารวาฉนรภาษาองกฤษ
18. Studying English is important because I will
be able to search for information and materials in
English on the Internet.
การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนสามารถคนหา
ขอมลและเรองราวตางๆ ทเปนภาษาองกฤษในอนเตอรเนตได
19. Studying English is important because I will
learn more about what’s happening in the world.
การเรยนภาษาองกฤษส าคญตอฉนเพราะท าใหฉนเรยนร
เกยวกบสงตางๆ ทเกดขนในโลกมากขน
93
Items IOC Scores Comments
20. Studying English is important because
language learning often gives me a feeling of
success.
การเรยนภาษาองกฤษส าคญตอฉนเพราะการเรยนภาษาท าให
ฉนมความรสกถงความส าเรจ
21. Studying English is important because
language learning often makes me happy.
การเรยนภาษาองกฤษส าคญตอฉนเพราะการเรยนภาษามกจะ
ท าใหฉนมความสข
22. Studying English is important because it
provides an interesting intellectual activity.
การเรยนภาษาองกฤษส าคญตอฉนเพราะท าใหเกดกจกรรม
ทางปญญาทนาสนใจ
23. Studying English is important because it will
make me appear more educated.
การเรยนภาษาองกฤษส าคญตอฉนเพราะจะท าใหฉนดม
การศกษามากขน
24. Studying English is important because I
believe an educated person is supposed to be able
to speak English.
การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนเชอวาคนทม
การศกษาควรจะพดภาษาองกฤษได
94
Items IOC Scores Comments
25. Studying English is important because it helps
me to understand English-speaking films, videos,
TV and radio.
การเรยนภาษาองกฤษส าคญตอฉนเพราะชวยท าใหฉนเขาใจ
ภาพยนตรวดโอโทรทศนหรอวทยทพากยเปนภาษาองกฤษ
26. Studying English is important because it will
be useful in getting a good job.
การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนจ าเปนตองใชใน
การหางานท า
27. Studying English is important because without
it, one cannot be successful in any field.
การเรยนภาษาองกฤษส าคญตอฉนเพราะหากใชภาษาองกฤษ
ไมไดฉนกไมอาจประสบความส าเรจในสาขาใดๆ ได
28. Studying English is important because I will
need it for my career.
การเรยนภาษาองกฤษส าคญตอฉนเพราะฉนจะตองใชในการ
ประกอบอาชพ
29. Studying English is important because it will
enable me to learn more about the world.
การเรยนภาษาองกฤษส าคญตอฉนเพราะชวยใหฉนเรยนร
เกยวกบโลกมากขน
30. Studying English is important because it will
help me become a more knowledgeable person.
การเรยนภาษาองกฤษส าคญตอฉนเพราะจะชวยใหฉนเปนคน
ทมความรมากขน
95
APPENDIX E
ITEM ANALYSIS (IAS)
AND ITEM-OBJECTIVE CONGRUENCE INDEX (IOC)
Table A-1 Item Analysis (IAS) and Item-Objective Congruence Index (IOC)
Items Opinions
Expert 1 Expert 2 Expert 3 Results
1. +1 +1 +1 1
2. +1 +1 +1 1
3. +1 +1 +1 1
4. +1 +1 +1 1
5. +1 +1 +1 1
6. +1 +1 +1 1
7. +1 +1 +1 1
8. +1 +1 +1 1
9. +1 +1 +1 1
10. +1 +1 +1 1
11. +1 +1 +1 1
12. +1 +1 +1 1
13. +1 +1 +1 1
14. +1 +1 +1 1
15. 0 +1 +1 0.67
16. +1 +1 +1 1
17. +1 +1 +1 1
18. +1 +1 +1 1
19. +1 +1 +1 1
97
Table A-1 (Continued)
Items Opinions
Expert 1 Expert 2 Expert 3 Results
20. +1 +1 +1 1
21. +1 +1 +1 1
22. +1 +1 +1 1
23. +1 +1 +1 1
24. +1 +1 +1 1
25. +1 +1 +1 1
26. +1 +1 +1 1
27. +1 +1 +1 1
28. +1 +1 +1 1
29. +1 +1 +1 1
30. +1 +1 +1 1
Total 29 30 30 √
IOC = (Ʃ R/N) / N0
Number of items (N0) = 30
R = 29 + 30 + 30 = 89
N = 3 (Number of experts)
IOC = (89/3) / 30 = 0.99
Percentage: 0.99 × 100% = 99%
98
APPENDIX F
CATEGORIZATION OF THE OPEN-ENDED QUESTION
Table A-2 Support from Teachers
Categorization Pattern Times
99
Categorization Pattern Times
Teachers’
characteristic
26
Native speaker 23
Friendly teacher 3
Teachers’ ability
203
Cognitive
abilities 46
Support reading, speaking, writing and
listening
15
Tell the importance and benefits of
English
8
Use new and varied methods 8
Teach well 5
Teach in English 3
Teach more English 5
Follow the curriculum 1
Introduce English books , movies,
songs, etc.
1
Communicative
abilities 13
Make students understand 13
Motor abilities
123
Use more activities 33
Watch English movies 14
Have activities with native speakers 11
Listen to English music/songs 11
English camps 7
Table A-2 (Continued)
Categorization Pattern Times
100
Categorization Pattern Times
Learning outside the classroom 4
Playing games in class 4
Hold English shows for students 2
Add more new and interesting materials 17
Use modern facilities 8
Have more conversations in English 8
Do more English exercises 3
Allow students to use mobile phones in
class
1
Emotional Encourage students 12
abilities 21 Maintain a good atmosphere, make
students comfortable
9
Table A-3 Support from the School
Categorization Pattern Times
School
87
Let native speakers teach 23
Acquire new facilities 10
Tell the importance of English 8
Add more English classes 7
Add more tutorial classes 7
Supply exchange students 6
Provide scholarships to go abroad 5
Hold English competitions 5
Table A-3 (Continued)
101
Categorization Pattern Times
Support teaching and learning 5
Study abroad 3
Required to teach all subjects in English 2
Use English in daily life at school 2
Hold English shows 2
Hold English camps 2
Table A-4 Support from Self and Peers
Categorization Pattern Times
Self
48
Practice writing, speaking, listening, reading 18
Study hard 8
Pay attention in class 5
Read more about English 4
Watch cartoons or movies, listen to music in English 4
Find the meaning of English words 2
Have more tutorial classes 2
Recite vocabulary every day 2
Go abroad 2
Studied English since I was baby 1
peer
23
Tell the importance and benefits of English learning 8
Encourage friends to study English 5
Invite friends to attend English activities 6
Help each other to study English 2
Introduce English books, movies, etc. 1
102
Table A-5 Support from Parents
Categorization Pattern Times
Parents
22
Tell the importance and benefits of English 8
Keep money for studying abroad 5
Encourage students to speak with foreigners 5
Let children have more tutorial classes 3
Introduce English books, movies, etc. 1
Table A-6 Support from the Government
Categorization Pattern Times
Government
4
Support of education 1
Provide scholarships to study abroad 3
