Lifting up students' motivation in the English language learning
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Authors
Omar, Yassin Mohamed
Warsama, Ali Farah
Issue Date
2023
Educational Level
ISCED 2: Lower secondary education
Curriculum Area
Geographical Setting
Djibouti
Abstract
Context: Conducted in Djibouti's capital within Fukuzawa and Dogleh middle schools, this study explores the motivational challenges faced by students aged 15-16 in learning English, amidst a dominant French linguistic environment.
Aims: The research aims to uncover the root causes of students' lack of motivation towards English language learning and to identify effective strategies to enhance their engagement.
Methods: Utilizing questionnaires for 50 students and interviews with five students and five teachers, the study sought to gather perceptions on language learning motivation and barriers.
Findings: The investigation revealed that a significant number of students (30 out of 50) were demotivated due to the perceived irrelevance of English in a Francophone context, feelings of isolation in their learning journey, and fear of making mistakes. Teachers identified a lack of resources, large class sizes, and students' personal issues as additional challenges.
Implications: Emphasizing the need for supportive and resourceful teaching strategies, the study suggests fostering an inclusive and expressive classroom environment. This includes involving students in lessons, providing moral support, and creating a joyful and safe atmosphere to mitigate demotivation and encourage active participation in English learning.
Aims: The research aims to uncover the root causes of students' lack of motivation towards English language learning and to identify effective strategies to enhance their engagement.
Methods: Utilizing questionnaires for 50 students and interviews with five students and five teachers, the study sought to gather perceptions on language learning motivation and barriers.
Findings: The investigation revealed that a significant number of students (30 out of 50) were demotivated due to the perceived irrelevance of English in a Francophone context, feelings of isolation in their learning journey, and fear of making mistakes. Teachers identified a lack of resources, large class sizes, and students' personal issues as additional challenges.
Implications: Emphasizing the need for supportive and resourceful teaching strategies, the study suggests fostering an inclusive and expressive classroom environment. This includes involving students in lessons, providing moral support, and creating a joyful and safe atmosphere to mitigate demotivation and encourage active participation in English learning.
Description
Keywords (free text)
english as a foreign language , learner motivation , exploratory action research