factors affecting english language learning research paper

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

We're Hiring!
Help Center

Factors Affecting Students' Achievement in English Language Learning

2016, Journal of Educational and Social Research

Related Papers

Publisher ijmra.us UGC Approved , Ghulam Sarwer

In the present era,English has become one of the most effective global medium of communication. It plays thevital role being the language of the textbooks and medium of instruction at different levels of education.Proficiency in the English language may also increase students overall academic achievement. The present paper focuses on the study of achievement in English of secondary school students in relation to gender, place of living, type of school and different social categories. Thestudyhas been carried out on a sample of 532 secondary school students from Rajouri& Poonch district of Jammu & Kashmir.For the assessment of achievement in English of secondary students,the investigator has constructed and standardized an achievement test in English.Findings of the study indicate that majority of the students havea very low level of achievement in English as per the standard of the test. Also, results show the significant difference in achievement in English of secondary school students with regard to gender, type of school and social categories. However, location does not has any impact on achievement in English of secondary school students.

Aulia Ramanda

Journal of Social Sciences

david fakeye

Barış Eriçok

The purpose of the study is to identify the difference between achievement levels of students in optional and compulsory English preparatory classes at the School of Foreign Languages at the University of Nevsehir Haci Bektas Veli. In accordance with this purpose, the mean scores of overall English achievement levels that optional and compulsory preparatory students get are compared. In line with this objective, the mean scores of assessment grades of active participation and portfolio that optional and compulsory preparatory students get through the academic year are compared. Besides, it is also aimed to find the reasons of this difference through views of the English instructors. The study is a qualitative research using the document analyses and interview method. The population of the study consists of 170 students who are studying at the optional English preparatory class in the School of Foreign Languages at Nevsehir Haci Bektas Veli University in 2017-2018 academic year and 5...

International Journal of All Research Education & Scientific Methods

vijaya kumar Chavan

In worldwide commercial and technology-based enterprises, the English language is increasingly extensively utilised and may be regarded one of the most effective communication mediums. India has acknowledged the significance of English and has implemented several educational programmes to boost the English language proficiency of its citizens. India is a multilingual nation with a complicated linguistic community, but one in which policymakers advocate English as the way to modernisation. Apart from their native tongue and regional languages, pupils must acquire English, which is an important worldwide language. Following independence, the Indian government established different commissions and committees to investigate the issue of the whole educational system and provide solutions for its reform. The commissions also address the problem of English language proficiency and give it proper weight at different levels of schooling.The present paper focuses on the Comparative study on a...

Journal of Culture, Society and Development

DR. QAISER SULEMAN

The poor academic performance in English is commonly observed among secondary school students in public sector which is a big challenge for the teachers, educational administrators, educationists, policymakers and Ministry of Education. Therefore, the purpose of the study was to investigate the factors that contribute to students’ unsatisfactory academic performance in English at Secondary Level in Kohat Division (Pakistan). A sample of 180 male secondary school teachers was selected from sixty secondary schools through simple random sampling technique. The study was quantitative and descriptive in nature and survey design was used for gathering information. A self-developed structured questionnaire based on five point likert’s scale was used to seek the responses of the respondents regarding factors contributing to students’ unsatisfactory academic performance in English. Statistical analysis was done on the basis of descriptive statistics i.e., mean and standard deviation. The fin...

Journal of Language Teaching and Research

Haryanto Atmowardoyo

Erwin Purcia

ABSTRACT The attitudes towards English of the second year-A ESEP (Engineering Science Education Program) students of Calbayog City National High School for the school year 2014-2015 were identified, categorized and correlated with their academic performance in their English subject. Moreover, profile of the respondents in terms of age and sex was also determined and moderated to their attitudes towards English and their academic performances in their English subject. The descriptive-correlational method of research was used with forty (40) student respondents who were chosen through universal sampling procedure. A researcher-made questionnaire with an adopted attitude towards English checklist was administered to identify the profile/personal variables of the respondents. The results were statistically treated, analyzed and interpreted using frequency, percentage distribution and single regression analysis. The findings showed that there is no significant relationship that exists between the students’ attitude towards English and their academic performance. Result dictates that the academic performance among the respondents is not affected by all means with their individual attitudes toward English as a subject area. Moreover, results revealed that age and gender do not moderate nor affect the relationship of students' attitudes towards English with their academic performance in English subject. It is highly recommended then that students must find within them the inner drive to love English as a language for it is their personal disposition which would lead them to achieve higher academic performance and further studies to establish the relationship of students' attitudes towards English must be conducted to come up with much more favorable results. Keywords: Students’ Attitudes towards English Language, Students’ Academic Performance in English subject, Moderator Analysis

Kamalia Yusuf

There have been a number of studies carried out on achievement in English as a second language (ESL). Some of the studies in the same area have been extended on the students' perceptions on how they view their success and what they perceived its cause(s) to be. Attribution is a term used to represent an act of establishing a reason to an event. However, studies on Malaysian's attributions are scanty and the results are often varied. Hence, this study was conducted to examine one of the causal attribution dimensions which is locus of control; internal and external as suggested by Weiner (1986). On the whole, this study tried to 1) identify the level of ESL achievement among the students, 2) examine the features of the success attributions, 3) investigate the differences in the internal success attribution and ESL achievement among students 4) investigate the differences in the external success attribution and ESL achievement among students and 5) understand the differences in...

Ratna Rintaningrum Scopus Author ID 35772946400

ORIGINAL RESEARCH article

The effect of language learning strategies on proficiency, attitudes and school achievement.

$\r\nAnita Habk*$

Institute of Education, University of Szeged, Szeged, Hungary

This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 ( n = 868) in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacognitive strategies in both years. Differences between more and less proficient language learners’ strategy use have also been found. With regard to the effect of LLS on foreign language attitude, the foreign language mark and school achievement, path analysis indicated a good fit in both years. The metacognitive, social and memory strategies primarily influenced foreign language attitudes and marks in Year 5. The metacognitive strategies had a slight impact on school achievement as well as on foreign language marks. We demonstrated the dominant effect of metacognitive strategies and the low effect of memory strategies in Year 8. In addition, metacognitive strategies also influenced foreign language marks. The effect of foreign language marks on school achievement was also remarkable. There was a strong impact on the children’s attitudes through these variables.

Introduction

In recent decades, a number of studies have focused on foreign language learning, with the emphasis often having been placed on language learning strategies (LLS; Wong and Nunan, 2011 ; Oxford, 2016 ). Several studies have confirmed that these strategies aid students in becoming more effective learners inside the classroom and foster more efficient development of students’ mastery of the target language after leaving school ( Wong and Nunan, 2011 ). However, less is known about the structure and relationship between LLS, foreign language attitude, the foreign language mark and general school achievement (GA). Recent studies have mainly dealt with LLS among university students and upper secondary students, with only a few investigations having been conducted among lower secondary students. In the present study, we aim to examine young Hungarian students’ LLS use and its connexion to foreign language attitude, the foreign language mark and school achievement at the beginning and end of lower secondary school. We believe that it adds value to the article that we have investigated a young age group, as the beginning period of language learning can establish the success of the entire process. Another advantage of our research is that we analysed the whole language learning process in connexion with several other factors to represent the complexity of the language learning process.

Theoretical Background

Studies on LLS in recent decades have identified a large number of strategies which are employed by English as a foreign/second language (EFL/ESL) learners and several strategy categorisation patterns have also been established. The most frequently used taxonomy was developed by Oxford (1990) . She identified three direct and three indirect strategy types. Direct strategies are specific means of language use: memory, cognitive and compensatory (or compensation) strategies. Indirect strategies, such as metacognitive, affective and social strategies, support LLS indirectly. Recently, Oxford revisited her strategy categories and developed a model with four different strategy categories: cognitive, affective and sociocultural-interactive as well as a master category of “metastrategies.” Metastrategies comprise metacognitive, meta-affective and meta-sociocultural-interactive strategies ( Griffith and Oxford, 2014 ; Oxford, 2016 ). However, she did not elaborate on this strategy classification, and thus our study relied on her original taxonomy.

Various studies have focused on LLS use and aimed to identify the strategies most frequently employed by language learners ( Chamot, 2004 ; Magogwe and Oliver, 2007 ; Wu, 2008 ; Chen, 2009 ; Al-Qahtani, 2013 ; Charoento, 2016 ; Alhaysony, 2017 ; Dawadi, 2017 ). Overall, it can be concluded that the most commonly used LLS in these studies were metacognitive, compensation and cognitive strategies. However, Chamot (2004) pointed out that different strategy preferences were reported by students in different cultural contexts. Chinese and Singaporean students reported a higher level preference for social strategies and lower use of affective strategies than European students.

Some studies have dealt with the implementation of the SILL with a focus on school-aged students ( Magogwe and Oliver, 2007 ; Chen, 2009 , 2014 ; Gunning and Oxford, 2014 ; Platsidou and Kantaridou, 2014 ; Pfenninger and Singleton, 2017 ). The overall conclusion of these studies has been that young learners mostly used social, affective and compensation strategies. The use of memory strategies was relatively low ( Doró and Habók, 2013 ). The attitudes of learners at this age toward language learning are particularly important since they can greatly determine motivation, learning outcomes and later success in language learning ( Platsidou and Kantaridou, 2014 ; Platsidou and Sipitanou, 2014 ).

As the purpose of investigating LLS is to foster learning processes and improve language level, research projects often deal with LLS use in relation to language learning proficiency ( Khaldieh, 2000 ; Magogwe and Oliver, 2007 ; Wu, 2008 ; Chen, 2009 ; Liu, 2010 ; Al-Qahtani, 2013 ; Platsidou and Kantaridou, 2014 ; Charoento, 2016 ; Rao, 2016 ). The notion of proficiency has been defined and involved in analysis in a multitude of ways by various researchers. Charoento (2016) involved self-ratings, Wu (2008) used the results from language proficiency and achievement tests, Magogwe and Oliver (2007) incorporated language course grades into their analysis of their results. Most studies have shown a positive relationship between LLS and proficiency, but the direction of their connexion was often different. Some researchers have stressed that strategy use was mainly specified by proficiency. More proficient students engaged in LLS more frequently and also employed a broader range of strategies overall compared to less proficient students ( Khaldieh, 2000 ; Wu, 2008 ; Rao, 2016 ). Al-Qahtani (2013) and Charoento (2016) demonstrated that successful students mainly used cognitive strategies, while Wu (2008) emphasised significant utilisation of cognitive, metacognitive and social strategies among more proficient university students. Chen (2009) pointed to the use of fewer communication strategies among proficient learners, but noted that they employed them more efficiently than less proficient learners. In addition, Magogwe and Oliver (2007) also established that the basic difference in LLS use between proficient and less proficient learners was that more successful students not only used certain LLS significantly more often, but were also able to select the most adequate strategies depending on the goal of their task.

Some studies have dealt with the effect of LLS use on language proficiency. Both Liu (2010) and Platsidou and Kantaridou (2014) pointed out that learning strategy influences language use and that it plays a significant role in anticipating perceived language performance. Wu (2008) noted that cognitive strategies have the most dominant influence on proficiency. Rao (2016) found that students’ English proficiency significantly affected their learning strategy use and also observed that high-level students avail themselves of more strategies more frequently than low-level students.

Another essential area of LLS research is the study of strategy use in relation to affective variables, such as attitude and motivation ( Shang, 2010 ; Jabbari and Golkar, 2014 ; Platsidou and Kantaridou, 2014 ). Most of these studies have found that learners with a positive attitude employed LLS more frequently compared to learners with a negative attitude. Platsidou and Kantaridou (2014) reported that attitudes toward second language learning influence both direct and indirect strategy uses and that changing learners’ attitudes toward language learning can thus foster their strategy practises. Jabbari and Golkar (2014) established that learners with a positive attitude employ cognitive, compensation, metacognitive and social strategies more frequently.

It can be concluded that LLS use has been studied extensively in recent decades. Most research has found that LLS cannot be analysed separately; it must be examined in relation to certain other factors, among which foreign language attitudes and proficiency play a central role ( Griffiths and Incecay, 2016 ). However, most previous studies preferred university students or adults to primary or secondary school-aged students. Furthermore, a limited amount of research has investigated the relationship of LLS with attitude toward foreign language learning and the foreign language mark. There has also been a dearth of scholarship on how language proficiency and school achievement are determined by LLS use and attitude. Our study aims to fill this gap and attempts to present a comprehensive view of the relationship between LLS use and language attitude and between proficiency and general school achievement by focusing on school children at the beginning and end of lower secondary school. Our specific research question we focus on in this paper is the following:

What are the lower secondary school children’s strategy use preferences and how these are connected with their foreign language attitude, proficiency and general school achievement? Based on the relevant literature we assume that students of this age mainly employ indirect strategies, such as affective, metacognitive and social strategies and these have a significant impact on their foreign language learning attitude, proficiency and general school achievement.

Materials and Methods

Participants.

The participants in the present study were lower secondary students (11- and 14-year-olds) in Hungary ( n Year5 = 450, n Year8 = 418). Participation in the study was voluntary both for schools and students. This study was carried out in accordance with the recommendations of the University of Szeged, the Hungarian law and the municipalities that maintain the schools. The IRB of the Doctoral School (University of Szeged) specifically approved this research project. The agreements are documented and stored in written form in the schools.

Our target group generally started learning a foreign language in Year 4. As one portion of our sample have been learning a foreign language for at least four years, they must have experience of how they learn language. In Hungary, the primary level of education is composed of the elementary and lower secondary school levels; hence, the transition occurs with relatively few major changes, and children have the same language teacher during these school levels. While the foreign language teacher does not change, the other school subjects are taught by specialist teachers as of Year 5. Learning difficulties and differences among children grow considerably from the beginning of lower secondary school; hence, diagnosing language learning attitude is particularly essential.

Instruments

The Strategy Inventory for Language Learning (SILL, Oxford, 1990 ) was administered to investigate the children’s LLS use. The SILL is a standardised measurement tool, and it is applicable to various foreign languages. The complex questionnaire is clustered into six strategy fields: (1) memory (9 items); (2) cognitive (14 items); (3) compensation (6 items); (4) metacognitive (9 items); (5) affective (6 items); and (6) social strategies (6 items). The participants were asked to respond to each statement on a five-point Likert scale. The answers ranged from ‘1 = never or almost never true of me’ to ‘5 = always or almost always true of me.’ The reported internal consistency reliabilities of the questionnaires ranged between 0.91 and 0.94 (Cronbach’s alpha) ( Oxford and Burry-Stock, 1995 ; Ardasheva and Tretter, 2013 ). The questionnaire was conducted in Hungarian to eliminate differences in English knowledge and make it suitable for the language levels in these age groups. The reliability of the Hungarian version was confirmed in previous research ( Doró and Habók, 2013 ). In addition, the children were asked to self-report their foreign language attitude, foreign language mark (indicating students’ foreign language knowledge) and general school achievement (grade point average, which includes students’ achievement in all subjects) on a five-point scale. In Hungarian schools, the different proficiency levels are rated on a five-point scale: 1 is the weakest mark, and 5 is the most excellent.

Design and Procedure

Quantitative research design was employed through online survey methodology. The SILL questionnaire was administered via the eDia online testing platform, which was developed by the Centre for Research on Learning and Instruction for assessing Year 1–6 children’s foreign language knowledge and attitudes. One school lesson was provided for data collection; however, the children needed approximately 20 min to hand in their ratings. Both the children and teachers are familiar with this system because the online platform has been in use since 2009.

Data were handled confidentially during the testing procedure; the children used an identification code provided by research administrators. The researchers were only able to see the codes, and only the teachers were able to identify their students with the codes. All the instructions were in the online questionnaire, so the children were able to answer the questions individually. The teachers were also requested to report the children’s questions, remarks and difficulties during testing. Finally, the teachers reported no misunderstandings or problematic items during data collection.

The data analyses were twofold. First, SPSS for Microsoft Windows 20.0 was employed for classical test analysis, which included an estimation of frequencies, means and standard deviations. The significance of differences among the variables was determined by ANOVA analysis. Second, path analysis was managed by the SPSS AMOS v20 software package to analyse the effect of strategy use on the variables under observation ( Arbuckle, 2008 ). The model fit was indicated by the Tucker–Lewis index (TLI), the normed fit index (NFI), the comparative fit index (CFI) and the root mean square error of approximation (RMSEA) ( Byrne, 2010 ; Kline, 2015 ).

Descriptive Analysis

General strategy uses among lower secondary school children.

The mean scores and standard deviations showed moderate LLS use, with the use of metacognitive, affective and social strategies being the highest in Year 5 (Table 1 ). Compensatory strategies were employed significantly the lowest. In Year 8, besides metacognitive and social strategies, cognitive strategies were relied on the most. Metacognitive strategy use was similarly high in both age groups. Significant differences were found between the age groups in memory, compensation and affective strategies ( p ≤ 0.01). While the use of affective strategies was relatively high in Year 5, it was the least frequently employed in Year 8.

TABLE 1. The strategy use results for the sample.

Differences in Strategy Use among Students with Different Proficiency Levels

One of our goals was to identify students’ LLS use preferences according to their proficiency levels. To implement this goal, we grouped the children into categories according to their proficiency, which was derived from their foreign language marks.

We combined the foreign language marks for those children who were evaluated with a 1 or a 2. These children showed a very low knowledge level and demonstrated a large number of difficulties and misunderstandings in foreign language learning. The next group was formed of children who were assessed at mark 3. This mark indicated an average knowledge level with gaps. Children who were evaluated with a mark 4 had fewer significant deficits. Children who received a mark 5 were the highest performers in school. Tables 2 , 3 summarise our results on strategy use according to foreign language marks. The number of children is also indicated according to each category.

TABLE 2. Means of strategy users according to their foreign language mark in Year 5.

TABLE 3. Means of strategy users according to their foreign language mark in Year 8.

Multivariate Analyses

The relationships between lls and foreign language attitude, lls and foreign language marks, and lls and general school achievement.

Our results demonstrated that the sample was evaluated at an approximate level of mark 4 ( M Year5 = 3.84, SD Year5 = 1.17; M Year8 = 3.62, SD Year8 = 1.17); however, Year 5 children achieved significantly higher ( p < 0.01). As regards children’s attitudes, we found no significant differences between the years ( M Year5 = 3.53, SD Year5 = 1.35; M Year8 = 3.43, SD Year8 = 1.23; p < 0.05). On the whole, it can be stated that children’s foreign language marks are higher than their attitude toward foreign language. The average school achievement showed significantly higher means than foreign language marks in both years ( M Year5 = 3.82, SD Year5 = 0.87, p < 0.001; M Year8 = 3.62, SD Year8 = 1.17, p < 0.001).

We also examined the correlation between LLS and attitude toward foreign languages, LLS and the foreign language mark, and LLS and general school achievement. We observed the most significant estimates between language learning strategy use and attitude in Year 5 ( r = 0.53–0.20; p < 0.001–0.05). The correlational coefficient between attitude and the foreign language mark was also significant ( r = 0.37; p < 0.001). We noted that children who achieved higher in foreign languages showed a more positive attitude toward them. We also noticed a significantly strong effect for the foreign language mark and strategy use ( r = 0.49–0.13; p < 0.001–0.05).

In Year 8, we found significant ( r Year5 = 0.70–0.12; p < 0.001–0.01; r Year8 = 0.82–0.66; p < 0.001–0.01) relationships between overall strategy use and foreign language marks, attitudes and general school achievement. However, the relationship between affective strategies and school achievement was not significant. We observed that children who use LLS have positive attitudes toward language learning, except for compensation and affective strategies.

The Effect of Language Learning Strategies on Attitude, School Marks and General School Achievement

We analysed the effect of LLS on foreign language attitude, school marks and general achievement using AMOS. We were looking for causalities between questionnaire fields and further variables by constructing a theoretical model on the basis of Oxford’s strategy taxonomy and children’s background data. We hypothesised that strategy factors largely influence children’s attitude toward language learning and through this the other variables. The model we created showed appropriate fit indices for the final model and indicated a good fit to our data in both years (Figures 1 , 2 ).

FIGURE 1. The path model for LLS influence on foreign language mark through foreign language attitude and general school achievement (GA) in Year 5.

FIGURE 2. The path model for LLS influence on foreign language mark through foreign language attitude and general school achievement (GA) in Year 8.

Year 5 : χ 2 (13) = 18,309, p = 0.146; Year 8 : χ 2 (13) = 23,893, p = 0.18. An analysis of the hypothesised path model indicated a comparative fit index (CFI) of 0.998 in Year 5 and 0.994 in Year 8. The RMSEA (root mean squared error of approximation) was also good in both years, 0.030 in Year 5 and.049 in Year 8. Both the Tucker–Lewis index (TLI Year5 = 0.992; TLI Year8 = 0.981) and the normed fit index (NFI Year8 = 0.992; NFI Year8 = 0.989) confirmed that the model we constructed was a good fit to our data.

The main aim of the present study was to investigate our understanding of LLS in a foreign language learning context. Therefore, first, we identified the strategy use preferences in the sample and specified the most and least often used strategies among children with different proficiency levels. Second, we examined the children’s LLS use in connexion with their foreign language attitude, proficiency and general school achievement. Our results confirmed some results from previous studies and also established new relationships among the variables.

Regarding the general strategy use preferences of the sample, the students reported moderate use of the six strategy categories. The use of indirect strategies, more precisely, metacognitive, affective and social strategies, was the highest in Year 5, while metacognitive, cognitive and social strategies were the most frequently employed in Year 8. These findings shed light on the different preferences among the different ages and proficiency levels. While affective strategies play a significant role in Year 5, cognitive strategies become more dominant later. Metacognitive and social strategies remained the most frequently used in both Years. Our result is consistent with those reported by Dawadi (2017) who discovered similar strategy preferences. We can also reinforce Alhaysony’s (2017) results that high school sample did not engage in affective strategies, and Charoento’s (2016) findings about the low use of memory strategies.

We also examined the differences in strategy use among students with different proficiency levels in both Years. In Year 5 the research findings analysis demonstrated significant differences among strategy uses in four areas: the memory, cognitive, metacognitive and social fields. We noted no significant differences among children in compensation and affective strategies. As regards memory strategies, we observed that low-achieving children rarely employed them. Low achievers used cognitive strategies significantly less often than good and high performers. As our results showed, the most excellent learners are also metacognitive strategy users, and they engage in social strategies significantly very often. In Year 8, we observed significant differences in every field among children with different proficiencies. As in Year 5, the use of metacognitive and social strategies was the most frequent among the high-achieving students; however, cognitive strategy use was also relatively high. Charoento (2016) and Rao (2016) reported the same results, so we can confirm his previous research outcomes that high achievers avail themselves of strategies significantly more frequently than low-performing learners.

We also investigated the relationship between LLS and foreign language attitude, LLS and the foreign language mark, and LLS and general school achievement. According to our results, we found that children who prefer foreign language learning reported significantly higher strategy use. As regards foreign language marks, the relationships between different kinds of strategy users and their foreign language marks were low. Children with high proficiency did not necessarily employ each of the strategies at a higher rate. The same result was reached by Chen (2009) . The relationship between affective strategies and school achievement was not significant. We observed that children who use LLS have positive attitudes toward language learning. So our findings partly confirmed previous results reported by Jabbari and Golkar (2014) and Platsidou and Kantaridou (2014) .

Concerning the impact of strategy use on foreign language learning attitudes, proficiency and general school achievement. In Year 5 the effect of the questionnaire fields on foreign language attitude was considerably high; attitudes were strongly influenced by metacognitive strategies, and the effect of social strategies was also high. While memory and cognitive strategies showed positive paths to attitudes, compensation and affective strategies indicated negative effects on attitudes. Foreign language attitudes signified the same effect on foreign language marks as these marks did on general achievement. A lower but significant effect of metacognitive strategies was found on general school achievement in Year 5.

In Year 8, we found similar tendencies. The effect of metacognitive strategies on foreign language attitudes was very high, while that of memory strategies was low. The effect of social strategies was lost in Year 8. The impact of foreign language attitude on the foreign language mark was almost the same as in Year 5, but that of the foreign language mark on general school achievement was twice as high. Shawer (2016) likewise highlighted what our results have also shown: strategy use has a significant effect on general school achievement. Metacognitive strategies also had a direct effect on foreign language marks. On the whole, not only did we observe a strong use of metacognitive strategies, but the effect of metacognitive strategies on attitudes was also dominant in both years. Moreover, metacognitive strategies influenced school achievement in Year 5 and foreign language marks in Year 8.

To sum up, our results demonstrated that like other studies, our Hungarian sample showed significant preferences for metacognitive strategy use. Compensatory strategies were the least frequently preferred in Year 5 and memory strategies were the least common in Year 8, a finding which also reinforced previous research outcomes ( Doró and Habók, 2013 ). We observed significant differences between more and less proficient students in strategy use. In line with other research ( Platsidou and Kantaridou, 2014 ), we conclude that more proficient learners avail themselves of a broader range of strategies than less proficient students and strategy use has a significant effect on foreign language marks.

The research focused on the whole language process in connexion with several other factors among young students. The added value of our research is not only that we discovered relationships between factors required for foreign language learning, but direct and indirect underlying effects have also been brought to light through path analysis. These analyses provide a comprehensive view both of the dominant role of metacognitive strategies and of the foreign language learning process generally.

In spite of its value, the study has certain limitations. First, we employed a self-report instrument for data collection which does not address students’ deeper views on learning. Qualitative methods would make it possible to gain a more detailed understanding of foreign language learning through interviews, including think-aloud procedures and classroom observations. Second, the current research into LLS and proficiency among Hungarian students was conducted with participants from two different years at the lower secondary school level, so generalisation of the results is limited. In addition, our sample was not representative. Further research would be necessary to fully examine the relationship between language learning strategies, language learning attitudes, foreign language proficiency and general achievement among Hungarian students in a variety of years and in a larger sample.

Third, the current research only used two measurement points of proficiency, the foreign language mark and general achievement, which are evaluated by different teachers. In future, we will collect a wider range of language proficiency data, including language proficiency test and interviews. Fourth, a comparison of LLS and general learning strategies would produce a more nuanced overview of students’ strategy use.

Conclusion and Pedagogical Implications

The main purpose of the present study was to ascertain the effect of LLS on other variables, such as foreign language attitude, foreign language proficiency and general school achievement among secondary school children in Hungary at the beginning and end of lower secondary school. In the beginner phase of learning foreign languages, it is important to better understand the relationship between language learning and related factors. Hence, our main objective was to provide a complex overview of these measurement points and to examine how LLS can support children in the first phase of the language learning process.

We used the Hungarian translation of Oxford’s Strategy Inventory for Language Learning questionnaire and supplemented it with the children’s self-reports of their foreign language attitudes and proficiency indicated by their foreign language mark and school achievement. This provided the basis for our research.

Past research has demonstrated that students with more frequent LLS use have better chances to become more proficient language learners. It has been pointed out that students that are more proficient engage in a wider range of strategies and select learning strategies dependent on learning tasks. Thus, teachers are encouraged to introduce a range of strategies for children to be able to select those that are most appropriate to features of their personality and relevant to learning tasks. At this age, introducing LLS is significant, particularly for children with low and average foreign language marks. It would be essential to motivate children to discover a variety of ways to practise their foreign language and find opportunities to read and engage in conversations with others. Children who are able to recognise the significance of language learning and use a broad range of strategies can find new ways and opportunities to practise language and to improve their proficiency. Hence, it would be highly recommended to integrate LLS consciously into foreign language lessons.

Ethics Statement

This study was carried out in accordance with the recommendations of the University of Szeged. According to these recommendations participation in the study was voluntary both for schools and students. The participating schools had consent with the parents in allowing their students’ engagement in the research. According to the Hungarian law, the schools’ responsibility to conduct a written agreement with the parents about their consent to allow their children to take part in researches. The whole process is permitted and coordinated by the school holding municipalities. The agreements are documented and stored in written forms in the schools. The authors declare that data collection and handling strictly adhered to the usual standards of research ethics as approved by the University of Szeged.

Author Contributions

AH and AM substantially contributed to the conception and design of the study, data collection, analysis and interpretation of data for the research. Both have written the manuscript and reviewed all parts of the manuscript. AH and AM have given final approval of the final version to be published. AH and AM agree to be accountable for all aspects of the work.

The research was founded by the University of Szeged.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Alhaysony, M. (2017). Language learning strategies use by Saudi EFL students: the effect of duration of English language study and gender. Theory Pract. Lang. Stud. 7, 18–28. doi: 10.17507/tpls.0701.03

CrossRef Full Text | Google Scholar

Al-Qahtani, M. F. (2013). Relationship between English language, learning strategies, attitudes, motivation, and students’ academic achievement. Educ. Med. J. 5, 19–29. doi: 10.5959/eimj.v5i3.124

PubMed Abstract | CrossRef Full Text | Google Scholar

Arbuckle, J. L. (2008). AMOS (Version 17.0) [Computer Software] . Chicago, IL: SPSS.

Google Scholar

Ardasheva, Y., and Tretter, T. R. (2013). Strategy inventory for language learning–ELL student form: testing for factorial validity. Mod. Lang. J. 97, 474–489. doi: 10.1111/j.1540-4781.2013.12011.x

Byrne, B. M. (2010). Structural Equation Modelling Using AMOS. Basic Concepts, Applications, and Programming , 2nd Edn. New York: Routledge.

Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electron. J. Foreign Lang. Teachnol. 1, 14–26.

Charoento, M. (2016). Individual learner differences and language learning strategies. Contemp. Educ. Res. J. 7, 57–72.

Chen, M. (2014). Age differences in the use of language learning strategies. Engl. Lang. Teach. 7, 144–151. doi: 10.5539/elt.v7n2p144

Chen, M. L. (2009). Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as a foreign language learners. Learn. Individ. Dif. 19, 304–308. doi: 10.1016/j.lindif.2009.02.004

Dawadi, S. (2017). Language learning strategies profiles of EFL learners in Nepal. Eur. J. Educ. Soc. Sci. 2, 42–55.

Doró, K., and Habók, A. (2013). Language learning strategies in elementary school: the effect of age and gender in an EFL context. J. Linguist. Lang. Teach. 4, 25–37.

Griffith, C., and Oxford, R. (2014). The twenty-first century landscape of language learning strategies: introduction to this special issue. System 43, 1–10. doi: 10.1016/j.system.2013.12.009

Griffiths, C., and Incecay, G. (2016). “New directions in language learning strategy research: engaging with the complexity of strategy use,” in New Directions in Language Learning Psychology , eds C. Gkonou, D. Tatzl, and S. Mercer (Berlin: Springer), 25–38. doi: 10.1007/978-3-319-23491-5_3

Gunning, P., and Oxford, R. L. (2014). Children’s learning strategy use and the effects of strategy instruction on success in learning ESL in Canada. System 43, 82–100. doi: 10.1016/j.system.2013.12.012

Jabbari, M. J., and Golkar, N. (2014). The relationship between EFL learners’ language learning attitudes and language learning strategies. Int. J. Linguist. 6, 161–167. doi: 10.5296/ijl.v6i3.5837

Khaldieh, S. A. (2000). Learning strategies and writing processes of proficient vs. less-proficient learners of Arabic. Foreign Lang. Ann. 33, 522–533. doi: 10.1111/j.1944-9720.2000.tb01996.x

Kline, R. B. (2015). Principles and Practice of Structural Equation Modeling , 4th Edn. New York, NY: Guilford Press.

Liu, J. (2010). Language learning strategies and its training model. Int. Educ. Stud. 3, 100–104. doi: 10.5539/ies.v3n3p100

Magogwe, J. M., and Oliver, R. (2007). The relationship between language learning strategies, proficiency, age, and self-efficacy beliefs: a study of language learners in Botswana. System 35, 338–352. doi: 10.1016/j.system.2007.01.003

Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know . Boston, MA: Heinle and Heinle.

Oxford, R. L. (2016). Teaching and Researching Language Learning Strategies: Self-Regulation in Context . New York, NY: Routledge.

Oxford, R. L., and Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL). System 23, 1–23. doi: 10.1016/0346-251X(94)00047-A

Pfenninger, S. E., and Singleton, D. (2017). Beyond Age Effects in Instructional L2 Learning: Revisiting the Age Factor . Clevedon: Multilingual Matters. doi: 10.21832/PFENNI7623

Platsidou, M., and Kantaridou, Z. (2014). The role of attitudes and learning strategy use in predicting perceived competence in school-aged foreign language learners. J. Lang. Lit. 5, 253–260. doi: 10.7813/jll.2014/5-3/43

Platsidou, M., and Sipitanou, A. (2014). Exploring relationships with grade level, gender and language proficiency in the foreign language learning strategy use of children and early adolescents. Int. J. Res. Stud. Lang. Learn. 4, 83–96. doi: 10.5861/ijrsll.2014.778

Rao, Z. (2016). Language learning strategies and English proficiency: interpretations from information-processing theory. Lang. Learn. J. 44, 90–106. doi: 10.1080/09571736.2012.733886

Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. Asian EFL J. 12, 18–42.

Shawer, S. F. (2016). Four language skills performance, academic achievement, and learning strategy use in preservice teacher training programs. TESOL J. 7, 262–303. doi: 10.1002/tesj.202

Wong, L. L. C., and Nunan, D. (2011). The learning styles and strategies of effective language learners. System 39, 144–163. doi: 10.1016/j.system.2011.05.004

Wu, Y. L. (2008). Language learning strategies used by students at different proficiency levels. Asian EFL J. 10, 75–95.

PubMed Abstract | Google Scholar

Keywords : language learning strategy, foreign language attitude, foreign language mark, general school achievement, lower secondary students

Citation: Habók A and Magyar A (2018) The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement. Front. Psychol. 8:2358. doi: 10.3389/fpsyg.2017.02358

Received: 06 July 2017; Accepted: 26 December 2017; Published: 11 January 2018.

Reviewed by:

Copyright © 2018 Habók and Magyar. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Anita Habók, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Publications
Account settings
Advanced Search
Journal List
v.5(9); 2019 Sep

Motivation and E-Learning English as a foreign language: A qualitative study

Fredy geovanni escobar fandiño.

a Universidad Distrital Francisco José de Caldas, Bogotá, Colombia

b Universidad Nacional de Colombia, Bogotá, Colombia

c Universidad de los Andes, Bogotá, Colombia

d Corporación Universitaria Minuto de Dios – UNIMINUTO, Academic Direction, Carrera 73a # 81b -70. Edificio C. Piso 8, Bogotá, Colombia

Luz Dary Muñoz

e Universidad Pedagógica Nacional, Bogotá, Colombia

f Universidad Externado de Colombia, Bogotá, Colombia

Angela Juliette Silva Velandia

g Universidad de la Salle, Bogotá, Colombia

The motivation to learn a foreign language is a complex process. According to the Ministry of National Education of Colombia -MEN-, speaking English is a generic competence to be developed at all educational levels. In this regard and based on the Theory of Self-Determination -SDT-, this qualitative phenomenological study aims to identify and analyse the aspects related to the motivation to learn English in undergraduate students of the Virtual and Distance modalities -E-Learning-. The main instrument used for data collection was a semi-structured individual interviews. The participants in the research were a group of 16 women and 3 men. The analysis was carried out through semantic categorizations and with the support of NVivo 11 software, which lets assume that motivation for learning English is strongly influenced by external factors.

1. Introduction

Learning a foreign language is in all educational levels ( Bhowmik, 2015 ; Motteram, 2013 ). According to the Ministry of National Education of Colombia (hereinafter MEN, 2004 ), English is the most important foreign language. Communicating in English has become a core competence that should be developed in all academic contexts. However, although English has been incorporated into most undergraduate programs a follow up of the results of Saber Pro (a set of professional competency focused tests) during the last 5 years is not entirely satisfactory, since 1 out of every 6 students does not have a basic development on this competence and the general results are highly dispersed ( Icfes, 2016 ). This situation is very complicated because it directly affects the quality of education and the development of the country. At present, knowing English is considered an important requirement to reach social, academic and economic progress around the world.

The success on foreign language learning is infused with many factors as intelligence, attitudes, abilities and motivation ( Mantiri, 2015 ; Santana et al., 2016 ; Støen and Haugan, 2016 ). Among them, motivation is the main factor affecting foreign language learning since it mediates the attitudes toward the target language and the outputs in the process of learning it ( Mantiri, 2015 ; Kazantseva et al., 2016 ). Motivation is a complex psychological process that involves many aspects such as cognition, behaviour, emotion, decision-making process and biological aspects ( González, 2008 ; Marshall, 2010 ; Woon et al., 2016 ). Although motivation is an essential part of the learning process, especially an autonomous one, researching on it is not enough. While the volume of research concerning motivation itself in psychology and education is vast, there have been very few knowing about learning English in Online modality and motivation to learn it. Even thus, this situation remains a worldwide concern ( Busse and Walter, 2013 ; Kazantseva et al., 2016 ; Lin et al., 2017 ; Pourfeiz, 2016 ).

On this basis, UNIMINUTO as a Christian, Confessional and National university is not unfamiliar with the lack of success in learning English as a foreign language. This educational institution with headquarters around Colombia and an international one, located in Ivory Coast, Africa, offers its majors in face-to-face modality and online modality (hereinafter UVD). As long as UVD is the biggest headquarter in Colombia, it is important for the institution to know what motivates students to learn English since it is a National Educational requirement that it is related to an international need.

Knowing how an English learning process develops in virtual environments is very relevant since a student becomes the main actor in the learning process and the completion of the process remains primarily his/her responsibility, which is a key aspect when learning a foreign language ( Bani Hani, 2014 ; Burkle, 2011 ; Contreras et al., 2011 ; Liu, 2013 ; Papaefthymiou-Lytra, 2014 ; Rosario, 2006 ). Therefore, the aim of this study was to understand how English as foreign language is learned using online modality, why students learn it and what kind of motivation UVD students have. Thus, UNIMINUTO could adapt the curriculum to the motivational profiles to enhance the learning experience. In order to fulfil this goal, a qualitative study of phenomenological type was conducted with 19 UVD students as a sample.

2.1. Learning a foreign language

Learning a foreign language is a general expression used to refer to the appropriation of a language apart from the mother language, and this learning can be generated in different contexts, including two in particular: the first one, in which the language is socially dominant, and the second one, in which the foreign language is not widely used in the students' immediate social surrounding ( Lin, 2008 ; Saville-Troike, 2006 ). Learning a foreign language requires a multidimensional, multifactorial and integrative framework consolidated under two types of variables: (a) those related to the context, and (b) those related to the subject ( Krashen, 1989 ; Stern, 1991 ).

Context variables encompass the linguistic, social and educational contexts, including factors such as a widespread use of the foreign language, the time devoted to its study, common social beliefs and attitudes concerning the foreign language, cultural sensitivity, social networks, access to cultural goods, educational policy, the school environment and teaching methods ( Krashen, 1989 ; Richards, 2014 ; Santana et al., 2016 ; Vermunt and Donche, 2017 ).

Variables related to the person include aptitudes and learning process, as well as, affective and motivational factors. Aptitudes involve the use of the language, the development of phonetic, grammatical and pragmatic skills, along with learning strategies ( Santana et al., 2016 ). The affective realm embodies a range of factors such as attitudes, empathy, self-esteem, extraversion, inhibition, imitation, anxiety and especially, motivation ( Richards, 2014 ; Santana et al., 2016 ; Vermunt and Donche, 2017 ). Therefore, this is a need to understand motivation process that underlies the entire learning process.

2.2. Motivation as a psychological process

Motivation is a highly complex psychological process, involving the nervous activity, cognition, emotional realm and the stable personality traits that allow people to interact with their environment. This psychological process aims at fulfilling the needs of individuals and, therefore, triggers their behaviour. Motivation is a force that activates, encourage, directs and keeps goal directed behaviour ( González, 2008 ; Marshall, 2010 ; Woon et al., 2016 ).

One of the theoretical modelling that explain the motivation is the Self -Determination Theory (SDT hereinafter). SDT emphasizes on the regulation of the individual's human behaviour and how motivation can be different in each person. Specifically, this theory focuses on how personal motives are integrated and regulated in the individual (Self), empowering him/her and allowing a good functioning. As the interaction of an individual with the environment never ends, SDT highlights how ideas, values and goals are internalized according to the influence of numerous variables in the social context. Each person regulates his/her behaviour in accordance with his/her psychological needs and can do it on a continuous basis from a completely external perspective to an internalized and autonomous one ( Deci and Ryan, 2014 ; Ryan and Deci, 2000 ).

In the SDT, internalization and types of regulation may be implemented progressively over the life span, allowing a sophisticated differentiation between the most extrinsic characteristics and the most intrinsic of the behaviours. External aspects cause extrinsic motivation, while intrinsic motivation has to do with autonomous aspects, which is the most valuable ( Deci & Ryan, 1985 ). Fig. 1 presents an overview of the internalization continuum among types of motivation.

Motivation types and regulation in SDT. Adapted from "Facilitating optimal motivation and psychological well-being across life's domains". In E. L. Deci, & R. M. Ryan, (2008), Canadian Psychology/Psychologie canadienne, 49(1), 14–23.

According to SDT, the different types of motivation are defined based on the amount and level of control displayed by the individuals. Intrinsic motivation is an archetype of autonomy, while extrinsic one is related to variables controlled by the context. There are four types of extrinsic motivation: (1) external regulation, which is basically controlled by environmental contingencies; (2) introjected regulation, in which the individual primarily internalizes contingencies; (3) identified regulation, in which the individual acknowledges the importance of the activity, and (4) integrated regulation, in which the individual behaves consistently with his/her needs; the latter is considered the most autonomous of all. This model could be comparable with the one about training patterns of students learning ( Deci and Ryan, 1985 , 2008 ; 2014 ; Nuñez and León, 2015 ; Ryan and Deci, 2000 ; Vallerand et al., 1993 ; Vermunt and Donche, 2017 ). Learning is an activity of vital importance for humanity in which motivation plays a key role. Naturally, the motivation for learning may vary depending on the type of study, but this paper focuses on virtual modalities or E-Learning.

2.3. E-learning and CALL

The concept of E-Learning is very broad. It was conceived at the end of the 1990s as a huge technological advance that has enhanced learning mechanisms through the Internet. Currently, it is considered that E-Learning involves a wide range of multimedia tools such as internet, interactive television and all forms of electronic support, among others, all of which favours learning and makes it more flexible and friendly ( Kakoty et al., 2011 ). Additionally, it helps students to get knowledge, practice and experience ( Burkle, 2011 ; Contreras et al., 2011 ; Liu, 2013 ; Tavangarian et al., 2004 ).

In the E-learning field, the Computer Assisted Language Learning (CALL hereinafter) stands out. This model encompasses four approaches: traditional, explorative, multimedia and the World Wide Web. Psychological schools such as behaviourism, cognitivism, constructivism and connectivism contribute to the construction of CALL's referential framework ( Davies, 2008 ; Levy, 1997 ).

CALL is an approach that can play a key role in the language acquisition process. It is not just a repetition of exercises controlled by a program since it has the potential for modifying the learners' cognitive schemes, as long as they are actively involved ( Farooq and Javid, 2012 ). CALL relies on the use of several technological tools and a continuous organized flow of activities closely connected to real life situations, which makes students' learning more meaningful. CALL allows students to develop different skills such as listening, reading, grammar, writing and speaking, as well as the apprehension of new vocabulary and the improvement of pronunciation ( Hani, 2014 ). Additionally, CALL fosters motivation and autonomy in students, since it lets them to monitor and evaluate their development and understanding of the course core topics ( Chapelle and Jamieson, 2008 ; Motteram, 2013 ). Through the use of CALL, technology standardization is promoted, but tutors need to incorporate skills to effectively manage technology in teaching processes ( Thomas and Motteram, 2019 ).

2.4. Motivation and CALL

Motivation and CALL are intrinsically interconnected. Attitudes and academic motivation interact extensively with learning a foreign language without a doubt ( Pourfeiz, 2016 ). Motivation is probably the most studied factor and it is the main requirement for positive results ( Kazantseva et al., 2016 ; Zenots, 2012 ). Apparently, integrating in the curriculum activities that promote motivation and allow students to experience the sociocultural environment of the foreign language (as they do on online environments), could improve the learning process ( Galishnikova, 2014 ; Liu, 2014 ).

Intrinsic motivation is enhanced by the need to interact, to be competent and to achieve autonomy. When a student consciously identifies himself/herself with the ongoing action or with its value, there is a high degree of perceived autonomy ( Ryan and Deci, 2000 ). When students have high levels of perceived autonomy, they can participate in the definition of their learning goals, thus tests' results are improved ( Ali et al., 2016 ; Butz and Stupnisky, 2017 ; Lin et al., 2017 ; Shyan, 2016 ; Van Loon et al., 2012 ). In addition, students tend to show a better disposition to learn when they use effectively and purposely the computer. A productive and interactive learning environment increases learner's motivation, especially, if the students feel comfortable with the technology ( Al-kahiry, 2013 ; Barack et al., 2016 ; Huang et al., 2019 ; Kazantseva et al., 2016 ; Lee, 2016 ; Majid et al., 2012 ; Shyan, 2016 ). Some studies even point out that online apprentices show greater intrinsic motivation than those who follow a face-to-face methodology ( Shroff et al., 2008 ; Firat et al., 2018 ). However, as long as intrinsic motivation declines, autonomy levels will also do it as well as general efforts to learn a foreign language and students will have a hard time transferring knowledge to other areas of knowledge ( Busse and Walter, 2013 ; James, 2012 ). Similarly, the effort to get involved in learning a foreign language is not always correlated with the desire to be competent ( Kazantseva et al., 2016 ).

Motivation to learn a foreign language is also related to extrinsic regulations, because contextual factors also influence learning, since aspects such as the curriculum, resources, teacher, cultural capital and socioeconomic status can influence the sense and the quality of the motivation ( Al-kahiry, 2013 ; Barack et al., 2016 ; Sergis et al., 2018 ). A stable socioeconomic condition seems to have a direct impact on motivational aspects, as it is related to greater affordability for initiating and completing studies, as well as putting acquired knowledge into practice ( Ali et al., 2016 ). The possibilities to access technology and the ability to solve technical aspects also seem to positively affect the motivation to learn a foreign language in online modality, because if technological tools are available on a permanent basis, the motivation tends to be greater ( Hani, 2014 ; Hammouri and Abu-Shanab, 2018 ). Even then, research reviewed did not reveal that gender factor had any impact on the learning of a foreign language ( Kitcharkarn, 2015 ). Apparently, the most external aspects or directly related to the context where the teaching-learning processes of English as a foreign language are developed affect in one way or another the motivation with which students assume their online courses.

Motivation is also related to CALL. Several studies about CALL, frequently report significant benefits when studying through this modality, however, a grounded theory has not been clearly established ( Mutlu and Eröz-Tuga, 2013 ; Wang and Vásquez, 2012 ; Zarei and Hashemipour, 2015 ). Nevertheless, a great part of the success is grounded in an excellent strategies selection to enhance the learning process and in an intensive instructor's guidance, so that students understand the task and feel supported ( Mutlu and Eröz-Tuga, 2013 ; Segura and Greener, 2014 ).

In addition, for CALL to be beneficial, an immediate feedback must be provided, as this encourages the motivation towards learning. A sense of entertainment should be aroused, as well as a high degree of interaction and an increase in self-control ( Hani, 2014 ; Salgado et al., 2015 ). Likewise, the learning environment should be flexible to solve the activities and students can take advantage of teaching materials ( Segura and Greener, 2014 ; Kessler, 2018 ).

In conclusion, when there are high levels of intrinsic motivation, especially concerned with a high perceived autonomy, students tend to control more of their tasks and academic activities. Besides, if there are favourable contextual conditions, motivation to learn English as a foreign language tends to remain high. What is more, following an online methodology seems to benefit students' performance, as long as they feel entertained, receive timely feedback and experience interaction with authentic resources, classmates and the tutor.

3. Methodology

The research methodology is qualitative of phenomenological type. This research was approved by the General Committee of Research Ethics of UNIMINUTO, which is recognized by the Administrative Department of Science, Technology and Innovation of Colombia -COLCIENCIAS and follows the Helsinki Declaration of ethics. All participants signed the informed consent to guarantee and protect their confidentiality. A semi-structured individual interview was conducted to identify and understand the factors related to motivation as a psychological process that influences the learning of English as a foreign language in virtual environments since it enables a comprehensive approach to the phenomenon. This instrument was applied because it allows a discourse and content analysis by setting semantic categories to reduce inappropriate interpretations and guarantee high validity ( Cáceres, 2003 ; Quecedo and Castaño, 2002 ; Sandoval, 2002 ).

3.1. Sample

The study included 19 volunteers who were interviewed (see Table 1 ). Participants were UVD undergraduate students pursuing one of the three levels of the English Course during the third quarter of 2018. In order to keep students' information confidential, each participant was assigned a number from 1 to 19, so that, their answers could be quoted throughout the report.

Table 1

Statistical description of UVD students participating in the research.

3.2. Research design: qualitative data collection instrument

The interview is a tool that allows to know the phenomena in depth. This tool was chosen because it may easily provide the information concerning the question, the problem and the research objectives. Therefore, a semi-structured interview was conducted with 19 participants to obtain the Data and to answer the research questions ( Díaz-Bravo et al., 2013 ; Flick, 2004 ). This research tool was designed taking into account the literature reviewed.

The interview was structured in two blocks: the first one was geared towards collecting socio-demographic data, and the second one, towards answering the research questions; this last group focused on obtaining information on personal and contextual factors associated with the motivation to learn English as a foreign language such as the meaning of learning ( Deci and Ryan, 1985 , 2008 ; 2014 ; Nuñez and León, 2015 ; Vallerand et al., 1993 ), the virtual learning environments characterization ( Burkle, 2011 ; Contreras et al., 2011 ; Rosario, 2006 ) and the awareness of their displayed learning strategies ( Canning, 2004 ; Farooq and Javid, 2012 ; Kakoty et al., 2011 ; Levy, 1997 ).

3.3. Procedure: interview

To make the interviews, a mass message was emailed from the English Area Office to UVD students pursuing one of the 3 levels of the English Course. All those interested in participating received specific information regarding the objective of the research and its data collection instrument. 19 respondents were selected and then they completed the informed consent to guarantee and protect their confidentiality. The 19 interviews were conducted in Spanish language, from October 4 th to November 23 rd , 2018, 15 of which were applied online and 4 face-to-face. In order to minimize any biases associated with framing the answers to the questions regarding with the tutor, each researcher interviewed students who were studying a level of English different from the one he or she was directing at that moment.

3.4. Results analysis

The interviews were transcribed to make a coding and a content and discourse analysis ( Fernández, 2006 ; Rodríguez et al., 2005 ). The analysis was carried out by using NVivo software version 11 and a codebook (see Table 2 ), which was developed from the existing scientific literature previously presented ( Al-kahiry, 2013 ; Barack et al., 2016 ; Davies, 2008 ; Deci and Ryan, 1985 , 2008 ; 2014 ; Farooq and Javid, 2012 ; Hani, 2014 ; Kazantseva et al., 2016 ; Lee, 2016 ; Levy, 1997 ; Majid et al., 2012 ; Nuñez and León, 2015 ; Pourfeiz, 2016 ; Ryan and Deci, 2000 ; Sergis et al., 2018 ; Shyan, 2016 ; Vallerand et al., 1993 ; Vermunt and Donche, 2017 ).

Table 2

Codebook: Study about motivation to learn English in virtual environments.

4. Results and discussion

Results about the research questions and objectives are presented below. These include a descriptive section related to the frequency of words and an analytical-descriptive section corresponding to the interview data coding which was developed from the reviewed literature: Self-Determination Theory, E-Learning (CALL model) and learning English as a foreign language. These analytic results are divided in personal and contextual factors.

4.1. Words frequency

NVivo software version 11 was used to review and organize words, as well as, to produce a cloud (see Fig. 2 ), which exhibits the frequency and the 19 UVD students' responses semantic tendency. In this section, excerpts from the interviews transcriptions are included particularly the ones pertaining to the categories of the codebook: motivation, CALL and learning. Having analysed factors associated with the motivation to learn English as a foreign language in a virtual learning environments, the researchers found a high frequency of words such as "English", "activities", "learning", "exercises", "platform", "tutor" and "Benefits".

Words cloud.

The words frequency seems to reveal that the motivation to learn English as a foreign language can be affected by several factors, from the most personal or concerning the learner to the most external such as virtual environments characterization and the tutor's role. Additionally, when figuring out what learning English means, the interviewees showed different tendencies. Next, the 19 respondents' description and analysis is exhibited in a grouped manner.

4.2. Personal factors

In the personal factors coexist intrinsic and extrinsic motivation that are related to individual's psychological process and his/her social specific development framework. In the case of interviewed some factors are implied and overlapped in the meaning assigned to learn English such as the need to interact, to be competent, to achieve autonomy and the learning strategies used ( Ali et al., 2016 ; Butz and Stupnisky, 2017 ; Ryan and Deci, 2000 ; Lin et al., 2017 ; Santana et al., 2016 ; Shyan, 2016 ; Van Loon et al., 2012 ).

4.2.1. Meaning of learning English

According to the information gathered through the interviews and in regards to what motivates the participants to learn English, there are three trends: (1) it may provide potential short and long-term benefits, (2) it may boost personal development and autonomy, and (3) it may supply social/contextual needs. These tendencies are usually pointed out in research on foreign language learning processes ( Santana et al., 2016 ; Stern, 1991 ).

Regarding the potential benefit and the need to interact, some of the respondents indicated, "It is an opportunity to communicate, to broaden my horizons, to learn a new culture, to see the world with different eyes and to search for better things like a better job. It is a tool for empowerment. Step toward a better future for me and my family" (taken from participants 1, 2 and 7). This type of responses is consistent with an autonomous motivation, as long as there is a need to relate to others, to be competent and to achieve goals ( Deci and Ryan, 2008 ; Ryan and Deci, 2000 ).

"Studying English is a gateway to many possibilities. I could make an exchange and meet many people or to access better opportunities since I've been able to travel several times, specifically to the USA and I haven't felt free, it is a universal language, it is a key tool for the future and it seems important to me" (taken from the participants 5, 6, 13, 16 and 17). These answers are also related to an external regulation; however, the participants seem to have internalized contingency relationships and see them almost as their own, consequences arising from the environment. Thus, it would be a form of introjected regulation ( Al-kahiry, 2013 ; Barack et al., 2016 ; Deci and Ryan, 2008 , 2014 ). In the next section, there is another type of motivation.

"Learning English brings benefits. I think that if you want to expand your professional profile; you should read many books, but they are in English " (taken from participants 3 and 6). In this apart, although the responses are also related to external regulation, these allow individuals to accept, to a certain extent, the importance of the activity, which is consistent with an identified regulation ( Deci and Ryan, 1985 , 2008 , 2014 ).

In this excerpt, the interviewees exhibited the last type of motivation. "I study English because I like that language, because it is a language which is widely spoken, I can manage myself in any country with this "(apart from participant 9). In this apart, although distinctly the discourse still refers to extrinsic motivation, it can be seen that the interviewee is driven by his/her needs, which would correspond to an integrated regulation ( Deci and Ryan, 2008 , 2014 ; Huang et al., 2019 ).

With reference to respondents' learning strategies, it is especially noteworthy that most of them are fully aware of having a clear defined strategy. In addition, students find the activities tricky, even though they are not clear about how their learning is being consolidated. Most of the answers reveal that the interviewees are not actively involved in the exercises, but they address the topics without bearing in mind the previous concepts ( Davies, 2008 ; Farooq and Javid, 2012 ; Kakoty et al., 2011 ; Levy, 1997 ). Important examples confirming this in the following excerpt: "I do not feel very skilled. I do not know why or how to do things. I do them (workshops) because they are on the platform" (taken from participants 1, 2, 4, 7, 8, 10, 11 and 19).

On the other hand, the interviewees' study routines are not permanent. The majority said they did not have a specific day or a specific time to cover the course demands, but they let them in stand-by depending on other overdue responsibilities. The following section is linked with the foregoing: "It's a matter of time. After 9:30 at night and I start doing my college homework. I do not work on English every week but every 15 days and I do it when possible. I studied every two or three days but now I only do it on Saturdays or Sundays for my job" (taken from participants 1, 3, 6, 8, 9, 10, 11, 12, 13 and 15).

With regard to the development and to achieve autonomy some of the participants consider that: "It is an evolution; another challenge to face in my life. It allows developing new skills, speaking in another language, using the most widely spoken language" (taken from participants 13 and 18). This kind of response is related to a tendency toward motivation that is the main requirement for positive results ( Deci and Ryan, 2008 ; Kazantseva et al., 2016 ; Ryan and Deci, 2000 ).

Some answers were found to be associated with the possibility of supplying a social/contextual need: "A second language is a must. I feel that it is necessary for my professional life. Currently it is something necessary to have better job opportunities" (taken from participants 2, 12 and 16). These considerations point out that the meaning of learning greatly relies on how much a need imposed by the individuals themselves or their environment can be met, that is, extrinsic motivation ( Barack et al., 2016 ; Deci and Ryan, 2008 ; Ryan and Deci, 2000 ).

Apparently, the meaning ascribed to learning English as a foreign language varies in accordance with the individuals' appraisals of this skill and the contingency relationships with their environment. It is noteworthy that although most of the interviewees' responses reveal an awareness of the potential long-term benefit, it is also true that these tend to be consistent with an extrinsic motivation since behaviour is driven by stimuli in the environment and not by autonomous decisions.

In summary, all the participants' responses seem to be framed in one of the levels of extrinsic motivation ( Deci and Ryan, 2008 ). The results indicate that, although some interviewees tend to be more autonomous than others, some of them do not know why they learn English, it can be observed that the regulation of their behaviour is largely exhibited in response to the environment which reveals that the control of their behaviour relies on external variables to the individual ( Deci and Ryan, 2014 ; Pourfeiz, 2016 ).

4.3. Contextual factors

Contextual factors such as online environment (curriculum, resources, and teacher) are also overlapped and intrinsic and extrinsic motivation coexist in the interviewed responses, as well. In spite of, each student considers many different benefits from learning English; these are usually related to external reinforcements. Therefore, learning English as foreign language in Online Modality can depend on external aspects ( Al-kahiry, 2013 ; Barack et al., 2016 ; Hani, 2014 ; Hammouri and Abu-Shanab, 2018 ; Sergis et al., 2018 ).

4.3.1. Online environment characterization

Different roles from online environment also play a key role on the motivation to learn English. For example, the requirements of the curriculum. In this regard, the students said: “Why do you study English? Basically, because the subject is in the curriculum, because it is mandatory in the major, I have to study it for the major or, truthfully, I would not do it, mainly because it is in my major, for professional reasons, because it is a requirement of the faculty, or because the labour field demands it " (taken from participants 1, 2, 4, 7, 8, 12, 14 and 19). The answers aforementioned imply they are directly related to an external regulation that corresponds to the first level of extrinsic motivation ( Deci and Ryan, 1985 , 2008 ). These excerpts suggest that the goal is separated from the activity itself; that is, extrinsic motivators determine the possible profits ( Deci and Ryan, 2008 , 2014 ). Nevertheless, in the next section it can be seen another type of motivation.

A sense of self-control and a high degree of interaction are basic conditions to enhance students' learning by CALL ( Hani, 2014 ; Salgado et al., 2015 ; Segura and Greener, 2014 ). Most students perceive as a great advantage the flexibility and self-control that the institution's platform offers them; given that they can work at its own pace from the feedback of the exercise and the learning environment has a great variety of resources and activities, as can be inferred from the following section: "Then you should not think that you fail and...; it is good because you can see what went wrong and you can correct and since you are at a distance you do not feel so much pressure" (taken from participants 4 and 9).

Most students find activities interesting and interactive since they require the learner's active participation in natural contexts ( Huang et al., 2019 ). "It generates learning if people are dedicated. I think the platform is very interactive and the activities are very dynamic. Being assessed through videos, audios and drawings makes the activities entertaining" (taken from participants 5, 6, 10, 12, 15 and 16).

On the other hand, a key to success when learning a foreign language largely relies on an efficient tutor's accompaniment and an appropriate selection of strategies that power learning ( Mutlu and Eröz-Tuga, 2013 ; Segura and Greener, 2014 ). Most students said they felt the tutor's accompaniment through his or her constant mails delivery, timely and clear feedback and other communicative strategies such as video conferences implementation and an accessible attitude and guiding role providing a positive motivation. However, although most students stated they felt permanently accompanied by the tutor, some of them revealed a feeling of loneliness working virtually. That is why; they consider that English teaching should be face-to-face at UNIMINUTO because in the online environment there is no one to tell them what is wrong immediately when they fail at performing a task. Additionally, they think that a real conversation with the tutor could help them to improve the listening skill.

Although several of the interviewees suggested the face-to-face classes, they also stated that they did not go to the laboratory tutorials nor did they attend video conferences because they did not have time for it or because it was not mandatory. "The tutoring on Saturdays, well it's good, but let's just say, you do not have time to go there. Tutoring on Saturdays are good, but I've never been able to attend because of work" (taken from participants 2 and 16).

In summary, among the interviewees there is a consensus regarding the CALL flexibility and self-control sense as well as a good accompaniment that the course and the tutor provides them. However, not everyone finds the activities entertaining, as for some of them, the exercises are even boring and extensive, and this could possibly be because participants may have different learning styles. Apart from this, some students keep a sense of isolation and particular unfulfilled expectations remain. Learning strategies and study routines reported by the interviewees obey to non-regular or fluctuating behaviours, as there is no autonomous study apart from the platform. The students approach the course depending on other activities, which indicates English learning in a virtual way is not particularly high priority. Most of participants are not clear about how the English course can modify their cognitive schemes, how it relates to their career, or how new skills are developed ( Farooq and Javid, 2012 ). Apparently, the interviewees are not actively involved in the English course since all the participants commented that they did not attend any of the virtual or face-to-face tutoring during the third academic period of 2018.

5. Conclusions

The motivation to learn English as a foreign language, using virtual methodologies (CALL) can be a complex process ( Davies, 2008 ; Deci and Ryan, 2014 ; Levy, 1997 ; Saville-Troike, 2006 ). For the 19 interviewees, although it is true that respondents' motivational processes differ in many respects, it is also true that all of them show characteristics of extrinsic motivation since their behaviour is driven by external reinforcements that are derived from the contingency relationships established with the context ( Deci and Ryan, 2014 ; Vermunt and Donche, 2017 ).

Strong evidence about how external factors influence English learning has been found and for the 19 respondents would be those concerned with the virtual methodology (CALL), the course resources and the relationship with the teacher/tutor, as recognized by most participants ( Al-kahiry, 2013 ; Barack et al., 2016 ). However, several factors are beyond the teacher and the institutions scope, such as the interviewee's socio-economic stability, other responsibilities a learner has to deal with or feel comfortable with course activities can affect the learner's motivation ( Kazantseva et al., 2016 ; Huang et al., 2019 ).

Using CALL seems to contribute significantly to English learning; however, success greatly depends on the type of motivation each student has; on the quality of the tutor's assistance and how effective and entertaining the teaching strategies are ( Mutlu and Eröz-Tuga, 2013 ; Firat et al., 2018 ). However, there are some variables that can be optimized, such as broadening the type of activities, so that they could challenge all the learning styles ( Segura and Greener, 2014 ).

6. Future studies

Further research needs to be done to identify learning difficulties related to UVD students' motivational processes and given that UNIMINUTO is present in several regions of Colombia, each one of them with its particularities. It is fundamental to assume a critical position considering local perspectives as concomitant factors. Likewise, it is necessary to investigate how to improve the transactional distance to ensure that the student feels accompanied by a teacher and tutor's influence online learning process.

On the other hand, this study pretends to be considered a knowledge base for future research about motivation as a psychological process that is involved in learning English as a foreign language through the use of online modality. In addition, this study expects to contribute and follow up on future projects of qualitative research methodology to get Grounded Theory, thus, it lets to improve online education, as long as, psychology science.

Declarations

Author contribution statement.

F. G. Escobar-Fandiño: Performed the experiments. Analyzed and interpreted the data. Wrote the paper.

L. D. Muñoz: Analyzed and interpreted the data. Wrote the paper.

A. J. Silva-Velandia: Performed the experiments. Wrote the paper.

Funding statement

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Competing interest statement

The authors declare no conflict of interest.

Additional information

No additional information is available for this paper.

Ali A.K., Jafarizadegan N., Karampoor F. Relation between socioeconomic status and motivation of learners in learning English as a foreign language. Theory Pract. Lang. Stud. 2016; 6 (4):742–750. [ Google Scholar ]
Al-kahiry M.H. English as a foreign language learning: demotivational factors as perceived by Saudi undergraduates. Eur. Sci. J. 2013; 9 (32):365–382. [ Google Scholar ]
Barack M., Watted A., Haick H. Motivation to learn in massive open online courses: examining aspects of language and social engagement. Comput. Educ. 2016; 94 :49–60. [ Google Scholar ]
Bani Hani N. Benefits and barriers of computer assisted language learning and teaching in the Arab World's: Jordan as a model. Theory Pract. Lang. Stud. 2014; 4 (8):1609–1615. [ Google Scholar ]
Bhowmik S.K. World Englishes and English language teaching: a pragmatic and humanistic approach. Colomb. Appl. Ling. J. 2015; 17 (1):142–157. [ Google Scholar ]
Burkle M. El aprendizaje on line: oportunidades y retos en instituciones académicas. Revista Científica de Educomunicación. Comunicar. 2011; 37 (XIX):45–53. [ Google Scholar ]
Busse V., Walter C. Foreign language motivation in higher education: a longitudinal study of motivational changes and their causes. Mod. Lang. J. 2013; 97 (2):435–456. [ Google Scholar ]
Butz N.T., Stupnisky R.H. Improving student relatedness through an online discussion intervention: the application of self-determination theory in synchronous hybrid programs. Comput. Educ. 2017; 114 :117–138. [ Google Scholar ]
Cáceres P. Análisis cualitativo de contenido: Una alternativa metodológica alcanzable. Psicoperspectivas. 2003; 2 (1):53–82. [ Google Scholar ]
Canning J. Centre for Languages, Linguistics and Area Studies Good Practice Guide; 2004. Disability and Residence Abroad. https://www.llas.ac.uk/resources/gpg/61 Retrieved on May 12, 2017 from. [ Google Scholar ]
Chapelle C., Jamieson J. Pearson Longman; New York: 2008. Tips for Teaching with CALL: Practical Approaches to Computer-Assisted Language Learning. [ Google Scholar ]
Contreras L., González K., Fuentes H. Uso de las TIC y especialmente del Blended Learning en la enseñanza universitaria. Revista Educación y Desarrollo Social. 2011; 1 :151–160. [ Google Scholar ]
Davies G. Centre for Languages, Linguistics and Area Studies Good Practice Guide; 2008. CALL (Computer Assisted Language Learning) https://www.llas.ac.uk/resources/gpg/61 Retrieved on June 16, 2017 from. [ Google Scholar ]
Deci E.L., Ryan R.M. Plenum; New York: 1985. Intrinsic Motivation and Self-Determination in Human Behavior. [ Google Scholar ]
Deci E.L., Ryan R.M. Facilitating optimal motivation and psychological well-being across life’s domains. Can. Psychol./Psychologie canadienne. 2008; 49 (1):14–23. [ Google Scholar ]
Deci E.L., Ryan R.M. Motivation, personality, and development within embedded social contexts: an overview of self-determination theory. In: Ryan R., editor. The Oxford Handbook of Human Motivation (85–107) Oxford University Press; New York: 2014. [ Google Scholar ]
Díaz-Bravo L., Torruco-García U., Martínez-Hernández M., Varela-Ruíz M. La entrevista, recurso dinámico y flexible. Investigación en Educación Médica. 2013; 2 (7):162–167. [ Google Scholar ]
Farooq M.U., Javid C. NUM: attitude of students towards E-learning: a study of English learner at Taif university English language centre. J. Crit. Inq. 2012; 10 (2):17–31. [ Google Scholar ]
Fernández L. Cómo analizar datos cualitativos? Butilietí La Recerca. 2006; 7 :1–13. [ Google Scholar ]
Firat M., Kilinc H., Yuzer T. Level intrinsic motivation of distance education students in e-learning environments. J. Comput. Assist. Learn. 2018; 34 (1):63–70. [ Google Scholar ]
Flick U. Ediciones Morata; Madrid: 2004. Introducción a la investigación cualitativa. [ Google Scholar ]
Galishnikova E.M. Language learning motivation: a look at the additional program. Procedia - Soc. Behav. Sci. 2014; 152 :1137–1142. [ Google Scholar ]
González D. Editorial Ciencias Médicas; La Habana: 2008. Psicología de la motivación. [ Google Scholar ]
Hammouri Q., Abu-Shanab E. Exploring factors affecting users' satisfaction toward E-learning systems. Int. J. Inf. Commun. Technol. Educ. 2018; 14 (1):44–57. [ Google Scholar ]
Hani N.A. Benefits and barriers of computer assisted language learning and teaching in the Arab world: Jordan as a model. Theory Pract. Lang. Stud. 2014; 4 (8):1609–1615. [ Google Scholar ]
Huang Y., Backman S., Backman K., MacGuire F., Moore D. An investigation of motivation and experience in virtual learning environments: a self-determination theory. Educ. Inf. Technol. 2019; 24 :591–611. [ Google Scholar ]
Instituto Colombiano para la Evaluación de la Educación ‒ Icfes . Icfes; Bogotá: 2016. Informe Nacional de Resultados Saber Pro 2012-2015. [ Google Scholar ]
James M.A. An investigation of motivation to transfer second language learning. Mod. Lang. J. 2012; 96 (1):51–69. [ Google Scholar ]
Kakoty S., Lal M., Sarma S.K. E-Learning as a research area: an analytical approach. Int. J. Adv. Comput. Sci. Appl. 2011; 2 (9):144–148. [ Google Scholar ]
Kazantseva E.A., Valiakhmetova E.K., Minisheva L.V., Anokhina S.Z., Latypova E.M. A survey based study of motivation and attitude to learning a second language at UFA State University of Economics and Service. Glob. Media J. 2016:1–9. Supl. Special Issue S2: Youth in the Global Information. [ Google Scholar ]
Kessler G. Technology and the future of language teaching. Foreign Lang. Ann. 2018; 51 :205–218. [ Google Scholar ]
Kitcharkarn O. EFL learners’ attitudes towards using computers as a learning tool in language learning. Turkish Online J.Educ.Technol. 2015; 14 (2):52–58. [ Google Scholar ]
Krashen S.D. Prentice-Hall International; Englewood Cliffs, N.J.: 1989. Principles and Practice in Second Language Acquisition. [ Google Scholar ]
Lee L. Autonomous learning through task-based instruction in fully online language courses. Lang. Learn. Technol. 2016; 20 (2):81–97. [ Google Scholar ]
Levy M. Oxford University Press; Oxford: 1997. CALL: Context and Conceptualisation. [ Google Scholar ]
Lin M.Y. Cambios de paradigma en la enseñanza del inglés como lengua extranjera: el cambio crítico y más allá Revista Educación y Pedagogía. 2008; 20 (51):11–23. [ Google Scholar ]
Lin C.H., Zhang Y., Zheng B. The roles of learning strategies and motivation in online language learning: a structural equation modelling analysis. Comput. Educ. 2017; 113 :75–85. [ Google Scholar ]
Liu J. 2013. E-learning in English Classroom: Investigating Factors Impacting on ESL (English as Second Language) College Students' Acceptance and Use of the Modular Object-Oriented Dynamic Learning Environment (Moodle) http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4263&context=etd Graduate Theses and Dissertations. Paper 13256. Retrieved from. [ Google Scholar ]
Liu Y. Motivation and attitude: two important non-intelligence factors to Arouse students’ potentialities in learning English. Creativ. Educ. 2014; 5 :1249–1253. [ Google Scholar ]
Majid F. A study on the on-line language learning anxiety among adult learner. Int. J. e-Educ., e-Bus., e- Manag. and e-Learn. 2012; 2 (3):187–192. [ Google Scholar ]
Mantiri O. Key to Language learning success. J. Arts Humanit. 2015; 4 :14–18. [ Google Scholar ]
Marshall R. 5ta ed. McGraw Hill; México: 2010. Motivación y Emoción. [ Google Scholar ]
Ministerio de Educación Nacional . MEN; Bogotá: 2004. Programa Nacional de Bilingüismo. Colombia 2004 - 2019. Inglés como lengua extranjera: Una estrategia para la competitividad. [ Google Scholar ]
Motteram G. British Council; London UK: 2013. Innovations in Learning Technologies for English Language Teaching. [ Google Scholar ]
Mutlu A., Eröz-Tuga B. The role of Computer Assisted Language Learning (CALL) in promoting learner autonomy. Eur. J. Educ. Res. 2013; 51 :107–122. [ Google Scholar ]
Nuñez J., León J. Autonomy support in the classroom. A review from Self-Determination Theory. Eur. Psychol. 2015; 20 (4):275–283. [ Google Scholar ]
Papaefthymiou-Lytra S. L2 lifelong learning use and new media pedagogies. Res. Paper Lang. Teach. Learn. 2014; 5 (1):16–33. [ Google Scholar ]
Pourfeiz J. Study of relationship between attitudes toward foreign language learning and academic motivation. Procedia - Soc. Behav. Sci. 2016; 232 :668–676. [ Google Scholar ]
Quecedo R., Castaño C. Introducción a la metodología de investigación cualitativa. Revista de Psicodidáctica. 2002; 14 :5–39. [ Google Scholar ]
Richards J. Routledge; New York: 2014. Error Analysis. Perceptions on Second Language Acquisition. [ Google Scholar ]
Rodríguez C., Lorenzo O., Herrera L. Teoría y práctica del análisis de datos cualitativos. Proceso general y criterios de calidad. Revista Internacional de Ciencias Sociales y Humanidades. 2005; XV (2):133–154. SOCIOTAM. [ Google Scholar ]
Rosario J. 2006. TIC: Su uso como herramienta para el fortalecimiento y el desarrollo de la educación virtual. http://www.cibersociedad.net/archivo/articulo.php?art=221 Didáctica, innovación y multimedia. Recuperado de. [ Google Scholar ]
Ryan R., Deci E. La teoría de la autodeterminación y la facilitación de la motivación intrínseca, el desarrollo social, y el bienestar. Am. Psychol. Assoc. 2000; 55 (1):68–78. [ Google Scholar ]
Salgado N., Sánchez H., Rico M. Evaluación de la metodología y prácticas educativas mediante el uso de plataformas virtuales para el aprendizaje del inglés. Análisis de caso del instituto de idiomas de la Universidad Tecnológica Equinoccial de la ciudad de Quito. Revista Tecnológica ESPOL – RTE. 2015; 28 (5):8–26. [ Google Scholar ]
Sandoval C. Icfes; Bogotá: 2002. Investigación Cualitativa. [ Google Scholar ]
Santana J., García A., Escalera K. Variables que influyen sobre el aprendizaje del inglés como segunda lengua. Revista Internacional de Lenguas Extranjeras. 2016; 5 :79–94. [ Google Scholar ]
Segura B., Greener S. Technology on CALL: improving English language learning in a Spanish context. In: Orngreen, Levinsen, editors. 13th European Conference on e-Learning (464-469) Curran Associates, Inc; Copenhagen, Denmark: 2014. [ Google Scholar ]
Saville-Troike M. Cambridge University Press; New York: 2006. Introducing Second Language Acquisition. [ Google Scholar ]
Sergis S., Sampson D., Pelliccione L. Investigating the impact of Flipped Classroom on students' learning experiences: a Self-Determination Theory approach. Comput. Hum. Behav. 2018; 78 :368–378. [ Google Scholar ]
Shroff R.H., Vogel D.R., Coombes J., Lee F. Student E-learning intrinsic motivation: a qualitative analysis. Commun. Assoc. Inf. Syst. 2008; 19 :241–260. [ Google Scholar ]
Shyan K. Exploring differences in motivation between students who excelled and underperformed in learning the English language. Eng. Teach. 2016; 45 (1):1–20. [ Google Scholar ]
Stern H.H. Oxford University Press; Hong Kong: 1991. Fundamental Concepts of Language Teaching. [ Google Scholar ]
Støen B., Haugan G. The academic motivation scale: dimensionality, reliability, and construct validity among vocational students. Nordic J. Vocat. Educ. Train. NJVET. 2016; 6 (2):17–45. [ Google Scholar ]
Tavangarian D., Leypold M.E., Nölting K., Röser M., Voigt D. Is e-Learning the solution for individual learning? Electron. J. e Learn. 2004; 2 (2):273–280. [ Google Scholar ]
Thomas M., Motteram G. Editorial for the special edition commemorating the work of Stephen Bax. System. 2019; 83 :1–3. [ Google Scholar ]
Vallerand R.J., Pelletier L.G., Blais M.R., Brière N.M., Senècal C., Vallières E.F. On the assessment of intrinsic, extrinsic, and amotivation in education: evidence on the concurrent and construct validity of the Academic Motivation Scale. Educ. Psychol. Meas. 1993; 53 (1):159–172. [ Google Scholar ]
Van Loon A., Ros A., Martens R. Motivated learning with digital learning tasks: what about autonomy and structure? Educ. Technol. Res. Dev. 2012; 60 (6):1015–1032. [ Google Scholar ]
Vermunt J.D., Donche V. A learning patterns perspective on student learning in higher education: state of the art and moving forward. Educ. Psychol. Rev. 2017; 29 :269–299. [ Google Scholar ]
Wang S., Vásquez C. Web 2.0 and second language learning: what does the research tell us? Calico J. 2012; 29 (3):412–430. [ Google Scholar ]
Woon L., Wang J., Ryan R., editors. Building Autonomous Learners. Perspectives from Research and Practice Using Self-Determination Theory. Springer; New York: 2016. [ Google Scholar ]
Zarei A., Hashemipour M. The effect of computer-Assisted Language instruction on improving EFL learners’ autonomy and motivation. J. Appl. Linguist. 2015; 1 (1):40–58. [ Google Scholar ]
Zenots V. Motivación en el aprendizaje de las lenguas. Filología y Didáctica de la Lengua. 2012; 12 :75–81. [ Google Scholar ]

IMAGES

(PDF) A Study on Factors Affecting the acquiring of English as a Second
Figure 2 from A Study on Critical Factors Affecting English Language
(PDF) A Study of Factors Affecting EFL Learners' English Listening
(PDF) A STUDY ON FACTORS AFFECTING LEARNING ENGLISH LANGUAGE AT THE
(PDF) Factors Affecting English Language Teaching in Public Schools in
(PDF) Factors affecting language learning strategy use by learners of

VIDEO

DETERMINING THE FEATURES OF ACADEMIC WRITING
Com. English B.A. First Year Basic Stages of Writing An Overview to The Writing Process
English Language Needs Analysis in Institutions of Science and Technology part 3
23

COMMENTS

PDF Factors That Influence Learning by English Language Learners (ELLs ...
learning another language. Many factors contribute to students' achieving academic success while learning a new language. For the majority of English language learners (ELLs), a new language is just one component of adapting and integrating into an educational system within a new society and country.
Full article: A study on English learning strategies of university
Afterward, the factors affecting the use of learning strategies adopted by Hong Kong university students while learning English were explored. The roles of gender, grade level, and time devoted for learning in English language learning were also investigated. This study addressed the following research questions:
Factors Affecting Teaching-Learning of English as a Second Language
Social factors, such as peer interactions and the attitudes of family members and community towards language learning, can either facilitate or hinder the acquisition of English as a second ...
Frontiers
This study conducted a comprehensive historical review and bibliometric analysis of the literature on English-speaking (ES) education and mapped the current state of the field, trends, and emerging topics, as well as identified gaps where further research is needed. We retrieved 361 sample documents on ES teaching and learning in Scopus (2010-2021) under certain conditions and analyzed the ...
(PDF) Factors Affecting English Language Teaching and Learning in
Abstract and Figures. This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an ...
Cognitive and Affective Learning in English as a Foreign Language
Introduction. Universally, teachers are noted as the main resources in any educational system, and the communication between teachers and their learners has been regarded as an essential part of the instructional cycle of language learning (Pishghadam et al., 2019; Derakhshan et al., 2020).Teachers ought to be multi-capable to support their work since expert teachers are both transferring ...
PDF Factors Affecting English Language Te aching and Learning in Higher
This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study's findings show ...
The effects of EFL reading comprehension and certain learning-related
Her main research interests focus on ELT and digital methods in education with an emphasis on language learning strategies. She has presented at national and international conferences and published peer-reviewed research papers on adaptive testing methods and language learning strategies in a number of journals and conference proceedings.
PDF English Language Learning Strategies Reported By Advanced Language Learners
Research on Language Learning Strategies In the field of learning strategy research, language learning strategies can be defined as "strategies that contribute to the development of the language system which the learner constructs and affect learning directly" (Rubin, 1987, p. 23).
Investigating the Relationship Among English Language Learning
1 Institute of Education, University of Szeged, Szeged, Hungary ; 2 MTA-SZTE Digital Learning Technologies Research Group, Szeged, Hungary ; The main objective of the study was to ascertain whether English as a Foreign Language learners with various levels of English language achievement differ significantly in applying foreign language learning strategies.
English teachers' integration of digital technologies in the classroom
In response to the Research Question 2, there are several interconnected factors that influence EFL teachers' digital technologies integration, which include (1) teachers' beliefs, (2) competence and confidence in digital technologies integration, (3) availability of resources, (4) professional development, and (5) sociocultural context. 4.2.1.
An evaluation of students' attitudes toward English language learning
Increasing numbers of teachers, teacher educators, linguists and researchers have devoted themselves to finding ways of effective language teaching. Attitudes are among the factors that affect studentsâ€™ learning. This paper has examined university studentsâ€™ attitudes towards learning English in Turkey.
Factors affecting the attitudes of students towards learning English as
the factors affecting students' attitudes towards learning English as a foreign language among high school students. Because the researcher believes that studying the factors may lead our students to afford themselves with different situations while learning English language. This also in turn helps
Factors Affecting Students' Achievement in English Language Learning
There are another factors that affecting students' English learning achievement namely gender, personality, age, and aptitude (Abdallah, 2016; Ellis, 2015). This present study focused on two major ...
Factors Affecting English Language Learning in English as a Foreign
This study is part of larger research investigating students' preferred activities in learning English both inside and outside the classrooms in English as a Foreign Language Context (EFL). Some relevants issues regarding the theories of teaching and learning English were presented and reviewed in this study. This literature review study provide d a brief snapshot to the importance of ...
The Factors Affecting Learners' Motivation in English Language
Teachers and researchers have broadly accepted motivation/demotivation as one of the most important elements in foreign language (L2) learning. The present research investigated the role of motivation and factors affecting students' motivation in teaching/learning English as foreign language. Parental, environmental, and teacher's attitude-related factors were examined. Participants were ...
PDF A Study of English Language Learning Beliefs, Strategies, and English
learning English and follow the language learning process well. Lightbown & Spada (2001) provide intelligence, aptitude, personality, motivation and attitudes, learner preferences, learner beliefs, and age of acquisition as factors affecting second/foreign language learning. Additionally, if the students know the
Factors Affecting Speaking Proficiency in English Language Learning: A
Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. Thesis Full-text available
Factors Affecting Students' Achievement in English Language Learning
ISSN 2239-978X Journal of Educational and Social Research Vol. 6 No.2 ISSN 2240-0524 MCSER Publishing, Rome-Italy May 2016 Factors Affecting Students' Achievement in English Language Learning Assoc. Prof. Dr. Abdallah Hussein El-Omari Irbid University College, Al-Balqa Applied University, Jordan [email protected] Doi:10.5901/jesr.2016 ...
Factors Affecting Students' Achievement in English Language Learning
This article investigates the effect that some factors would have on the achievement of students learning English as a foreign language. Secondary school students' grades of the first semester 2013 / 2014 in English have been used as parameter of achievement. The factors (attitudinal, social, socioeconomic, and extracurricular) which are believed to influence students' achievement have been ...
Frontiers
The added value of our research is not only that we discovered relationships between factors required for foreign language learning, but direct and indirect underlying effects have also been brought to light through path analysis. ... Al-Qahtani, M. F. (2013). Relationship between English language, learning strategies, attitudes, motivation ...
Motivation and E-Learning English as a foreign language: A qualitative
At present, knowing English is considered an important requirement to reach social, academic and economic progress around the world. The success on foreign language learning is infused with many factors as intelligence, attitudes, abilities and motivation ( Mantiri, 2015; Santana et al., 2016; Støen and Haugan, 2016 ).
Factors affecting the attitudes of students towards learning English as
The presence or absence of resources like textbooks, workbooks, writing paper, pens/pencils, chalk ... As the main focus of the study is "Factors Affecting the Attitudes of Students towards Learning English as a Foreign Language" the research questions are answered through the aforementioned data-gathering tools and the causal relation is ...