What motivational factors facilitate or hinder student performance in the process of EFL learning - Essay Example

? Literature Review ENGL 781/881 Introduction to Research in TESOL Dr. Sedef Smith Literature Review I. Introduction A. Guiding Question As an educator, one has been particularly interested in finding out how to motivate students in general. In contemporary time, when technological applications have significantly revolutionized the pursuit of diverse academic realms, traditional approaches to motivate students seem to be passe and insufficient. There are magnitudes of factors that need to be evaluated and considered as they form part of the assessment required of students prior to the design of an effective motivational approach. Specifically, one would focus on students of English as Secondary Language (ESL). The aim of the current review of literature is to explore and address through various academic studies this particular guiding question: “what motivational factors facilitate or hinder student performance in the process of EFL learning?” B. Importance of the Topic The importance of the topic on determining diverse motivational factors that influence academic learning in the EFL environment is to enable educators to apply best practices in contemporary setting. Most of the studies encountered acknowledged the importance of motivation in Second Language Acquisition (SLA) (Guilloteaux & Dornyei, 2008; Chang, 2010). Some studies discussed and proposed different motivational approaches, ranging from group processes (group norms and cohesiveness) (Chang, 2010); focusing on the teachers’ instructional style and the educators’ ability to creatively provide examples that are vivid and acclimatized to local settings (Lamb, 2007); and also instructional interventions applied by educators in conjunction with self-regulating strategies applied by learners (Guilloteaux & Dornyei, 2008). There are studies that aimed to determine the effectiveness of the motivational strategies in enhancing the academic performance and understanding of ESL students (Guilloteaux & Dornyei, 2008; Chen, Warden, & Chang, 2005). One would like to determine if these factors were effectively used by teachers in designing motivational strategies. If so, were performance evaluation or monitoring measures been implemented to gauge the effectiveness of these strategies in creating a conducing learning environment for ESL learners. C. Goal of the Review The overall goal of the review, therefore, is to add new factors that have been deemed instrumental in motivating ESL learners to manifest enhanced performance within contemporary setting. From the authoritative sources that have been evaluated, one recognized the value of incorporating culture, or specifically birthplace differences (Wong, 2010); acclimatizing examples used to local settings (Lamb, 2007); and even differentiating three distinct motivation orientations (instrumental, required, and integrative) where “integration may not be a significant factor in motivating language learning effort” (Chen, Warden, & Chang, 2005, p. 622) within the Chinese cultural context. With increased universality of recognizing diversity in culture and in emphasizing the need to integrate factors that have been proven to be motivating and improving the learning environment, the current literature review would present these findings for future applicability. II. Method Section A. Years Covered The articles reviewed were published within the last seven years where one study, Chen, Warden, & Chang was the oldest, published in 2005; followed by Lamb’s article which was published in 2007; Guilloteaux & Dornyei in 2008; and finally, two articles that were covered in the review were published in 2010: Chang and Wong. B. Preliminary Sources Used to Locate the Studies These sources were all searched from the TESOL Quarterly (four articles) and TESOL Journal (one article). The TESOL Quarterly is explicitly described as “a refereed professional journal, fosters inquiry into English language teaching and learning by providing a forum for TESOL professionals to share their research findings and explore ideas and relationships in the field” (TESOL Quarterly, 2007, par. 1). On the other hand, the TESOL Journal is likewise a “practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives” (TESOL Journal, 2007, par. 1). Both are therefore authoritative and scholary sources for the current review of literature. C. Keywords that Guided the Search The keywords that guided the search are as follows: motivation to learn; English as Secondary Language (ESL); English as Foreign Language (EFL); contemporary motivational factors in learning ESL/EFL. D. Criteria for Deciding which Studies to Review For deciding which studies to review, one screened diverse articles using the keywords that guided the search, the dates of publication, the variety of motivational factors used; and implications for current and future research; as well as applicability of findings. Publications that are more than 10 years in date published were out rightly excluded since the information contained therein could be significantly affected in terms of applicability to contemporary learning environments. Further, one considered the diversity of motivational factors, including new findings, such as the inclusion of culture, birthplace differences, motivation orientations, and even group processes and programs that could be significantly instrumental in enhancing ESL students’ academic performance and their ability to imbibe crucial instructions using innovative instructional approaches pertinent to learning ESL. III. Results Section A. Overview of Studies that will be Discussed A total of five peer reviewed articles were chosen from an initial research totaling about 10 potential references for the current study. The review of literature is hereby written after closely examining comparative details on similarities in defining motivation; in detailing motivational strategies and approaches; in measuring effectiveness of motivational designs; and in determining if other motivational factors inhibit or facilitate student motivation in the process of ESL/EFL learning. Some authors examined the motivational process in the context of diverse cultural settings such as Indonesia for Lamb (2007); South Korea for Guilloteaux & Dornyei (2008); Taiwan for both Chen, Warden, & Chang (2005) and Chang (2010); and finally, Hong Kong for Wong (2010). The results section would further examine each study in greater detail in the next section by summarizing their main points, the questions or hypothesis being studied, the samples used and how they were chosen, the procedures employed, the general findings, and the authors’ interpretations or applications of the findings. Further, crucial issues or concerns were highlighted, as needed. B. Summary of the Studies (1) The study written by Chang (2010) entitled “Group Processes and EFL Learners’ Motivation: A Study of Group Dynamics in EFL Classrooms” aimed to determine how group dynamics and group cohesiveness influence motivation in the learning environment of EFL students, specifically using the following research questions: "(1) Do these four class groups have different levels of group processes (group cohesiveness, norms) and L2 motivation (self-efficacy and autonomy)? (2) Do group cohesiveness and group norms correlate with self-efficacy, and autonomy?” (Chang, 2010, p. 135). The study was conducted in universities in Taiwan where 152 identified English students from universities in Taiwan participated in the study. Using survey and interview, the researcher analyzed factors such as group cohesiveness and group norms significantly affect a student’s learning for second language in terms of self-efficacy and learner autonomy. The findings indicated that the more cohesive and supportive group members are, the more motivated are individual members in learning a second language. On the contrary, “a bad group could negatively affect their learning enthusiasm” (Chang, 2010, p. 149). One strongly believes that the study provided crucial information of using the group as a motivating factor in ESL learning environments. As this study was conducted in Taiwan, with mostly Taiwanese students comprising the group, this study would be interesting to be conducted in the US where ESL classes could include people from diverse cultural orientations. (2) The second study written by Chen, Warden, & Chang (2005) entitled “Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation”, the research questions were disclosed as follows: “(1) which motivation orientation will have the strongest relationship to self-evaluated skill for Taiwan respondents? (2) Do perceived levels of past and future expectancy mediate the relationship between motivation orientations and self-evaluated skill for Taiwan respondents” (Chen, Warden, & Chang, 2005, p. 614). The researchers conducted the study in Taiwan, where 648 Taiwanese respondents from ages ranging from 15 to 40 years old with various demographic factors participated but only 567 respondents duly completed the survey and comprised 88% completion rate. The researchers analyzed three motivation orientations (instrumental, required, and integrative) during preactional phase, in relation to expectancy (actional phase) and finally, self-evaluation in postactional phase. The results revealed that “within the EFL context in the current Chinese cultural environment, integration may not be a significant factor in motivating language learning effort” (Chen, Warden, & Chang, 2005, p. 622). The authors have illumined ESL educators of the relevance of cultural factors in motivating foreign students to learn English. As revealed, there is this noted Chinese Imperative motivator, which the authors indicated as “reflecting the emphasis on requirements that are internalized within the culturally specific context” (Chen, Warden, & Chang, 2005, p. 623). The emphasis placed on generating high scores in ESL exams to conform to the expectations of parents are the most crucial measure of a return on investment for learning English and has been recognized as the motivating factor for this particular culture. This study is relevant in one’s review particularly because it identified a cultural factor that assists in determining how students from other cultures could be motivated to learn ESL. One would thereby evaluate if this cultural preferences for high scores in the exams could be used to motivate ESL students in other cultures as a means to facilitate learning. (3) The third study entitled “Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation” by Guilloteaux & Dornyei (2008) proffered pertinent issues relative to establishing the direct link between the motivational approaches in educators’ applied teaching styles vis-a-vis the motivating factors that enhances students’ learning in South Korea. The researchers conducted the study in 20 schools in South Korea where the participants were 27 language teachers and 1,381 students in 40 classes. The researchers used three different instruments: the observation in the classroom setting; questionnaire directed to the students; and a teacher evaluation after the lesson. A total of 25 observational variables related to motivation in teaching practices which were correlated with students’ motivational state (attitudes towards the course, linguistic self-confidence, and second language-classroom anxiety). The findings revealed that teacher’s motivational practice directly influences the level of motivational drives to learn in second language classroom settings in South Korea. One was particularly impressed by the comprehensiveness of the research variables and methodologies used to establish the link between teachers’ motivational strategies and their direct impact on improving students’ learning in second language courses. As briefly discussed, the implications for further studies should validate if the results are likewise applicable in other cultural contexts, outside the South Korean setting. The current article would be beneficial in one’s literature review as it provided and enumerated various observational variables that accurately measure the teachers’ motivational practice. In so doing, clearly identified strategies could be included in one’s recommendations for the design and implementation of motivational schemes with culture as an integrating factor. (4) Lamb’s (2007) study focused on determining “the motivation of Indonesian adolescents toward learning English over the first 20 months of junior high school” (Lamb, 2007, p. 757). The researcher conducted the study at a junior high school in Indonesia. The participants in the study were 12 English learners from the junior high school in Indonesia. Through employing mixed methods of questionnaires and interviews, the researcher analyzed “students' attitudes toward school English lessons, satisfaction with progress, expectations of success, degree of importance, reasons for studying it, level and type of English learning and use outside of school, and future ambitions” (Lamb, 2007, p. 762). The findings revealed that motivational factors of participants over the period covered manifested diverse outcomes in terms of declining enthusiasm for ESL learning within the classroom setting but sustaining positive drives within a more informal learning environment. The author indicated that “the stability of their motivation may be partly the product of self-identification processes encouraged by their relatively advantaged sociocultural background and economic circumstances” (Lamb, 2007, p. 775). There were noted contributory motivational factors such as the teachers’ instructional style and the educators’ ability to creatively provide examples that are vivid and acclimatized to local settings which are valid inputs for future applications. The article provides motivational factors that both facilitate and inhibit learning ESL in an Indonesian setting; and could thereby be evaluated in terms of applicability to a more universal learning environment. (5) Finally, the study written by Wong (2010) clearly stipulated the purpose of the study as “to examine whether birthplace differences affect the motivation of Chinese immigrants in Hong Kong compared to local students, and whether the pattern of differences varies by birthplace with Mainland China” (Wong, 2010, p. 110). The researcher conducted the study in Hong Kong and Mainland China. The participants were comprised of Hong Kong and Mainland Chinese secondary school students totaling 109. The researcher used both questionnaires and interviews to solicit the needed data in terms of the impact of place of birth in learning English where motivation dimensions of language level, learner level and learning situation level were evaluated. The findings revealed that Hong Kong (HK) students were found to be more strongly motivated to learn English when compared to students from Mainland China (MC). As emphasized, “HK students were also more receptive to the influence of teachers, peers and parents. As for MC students, culture and the English course itself were the motivating factors having more significant influence” (Wong, 2010, p. 121). The study provided and validated the crucial role of place of birth (or cultural orientation) as motivating factor in learning a second language. Likewise, the author effectively provided guidance for teachers in terms of improving the learning environment of students with diverse cultural backgrounds which is commendable and beneficial for educators. This study is most relevant in the current literature review as it highlighted the role that culture (particularly place of birth) plays in motivating ESL students. The identified motivational components, including parent specific and culture specific motivational components would assist in providing appropriate instructional designs for culturally diverse students within the ESL learning environment. IV. Discussion Section and Conclusion A. Overview of Major Results and Comparative Analysis of the Results After integrating the major findings of the five articles, the summarized results are hereby presented in tabular form to highlight motivational factors that were deemed conducive or facilitative in ESL/EFL learning and those factors that actually inhibit the learning environment, as shown below: Table 1: Motivational Factors that Facilitate or Inhibit ESL/EFL Learning Author’s Findings Motivational Factors that Facilitate/Inhibit ESL/EFL Learning Lamb (2007) Teacher’s style or methods; use of acknowledgment or praise; recognition on long term value of English for personal and other uses; and socio-economic contexts. Guilloteaux & Dornyei Instructional interventions applied by teachers (where 25 (2008) observational variables measuring the teachers’ motivational practices include: social chat, group work, effective praise, and tangible reward, among others (pp. 63-64). Chang (2010) Group dynamics and group cohesiveness. Wong (2010) Place of birth with motivational dimensions on language level, learner level, and learning situation level. Chen, Warden, & Chang Chinese Imperative motivator (“reflecting the emphasis on (2005) requirements that are internalized within the culturally specific context” was found as an inhibiting factor (Chen, Warden, & Chang, 2005, p. 623). From the table, it could be deduced that teacher’s style and instructional methods were deemed relevant by two authors (Lamb, 2007 and Guilloteaux & Dornyei, 2008) whose findings revealed that teacher’s motivational practices facilitate ESL/EFL students’ preponderance for learning. The role of acknowledgement and praise were also found by the same authors as instrumental in motivating students to learn. It is likewise commendable for Lamb (2007) to have disclosed that the challenges faced by teachers in manifesting a particular instructional style both facilitates and inhibit learning a second language. As averred, “no one should underestimate the challenges facing teachers working in this context, not least their own struggle to master English, but they are implicated in the main problems reported by learners, namely, monotonous classroom procedures, incomprehensible lessons, and the fear of reprimand. Such experiences lead to a sense of exclusion, when inclusion - in that elite community of cosmopolitan English speakers - is precisely what motivated learners are aspiring to” (Lamb, 2007, p. 775). Chang (2010) and Guilloteaux & Dornyei (2008) also noted the relevance of group dynamics, group work or group cohesiveness as motivating factors. Aside from group work, the 25 observational variables measuring the teacher’s motivational practice, presented as Table 2 of the discourse, effectively detailed the motivational techniques that teachers use within the ESL learning environment (Guilloteaux & Dornyei, 2008, pp. 63-64). Socio-economic contexts were seen by Lamb (2007) as both facilitating and inhibiting the students’ learning process. As disclosed, “researchers working within a poststructuralist perspective have shown how learners' investment in a school or community language, and their opportunities to engage with it, are promoted or constrained by myriad social and economic factors” (Lamb, 2007, p. 774). One could interpret the finding by examining that socio-economic factors such as occupation of parents, level of income, social class are contributory to the students’ access and enhanced ability to support and sustain continuous learning of a secondary language, including access to instructional materials and improved learning applications. Families with limited funds or those who belong to the lower income group, for example, have limited access to productive experiences of a second language (travelling abroad or access and extensive use of the internet). Therefore, these are considered impeding learning outcomes. In another article, Wong (2010) revealed that the place of birth was influential as a motivating factor, specifically linking learning situations, to wit: “students born in Mainland China have stronger motivation when the learning situations are related to the course and culture, while students born in Hong Kong possess stronger motivation when the learning situations are related to teacher, peers and parents” (p.114). This is an interesting finding as it could be a subject for future research to determine and confirm the impact of culture and place of birth as a significant motivating factor for ESL learning. A sole factor that was deemed inhibiting ESL/EFL learning (aside from the socio-economic factors noted by Lamb (2007)) was the Chinese Imperative motivator factor that was noted to put focus on generating high scores in ESL exams to conform to the expectations of parents, and which are considered the most crucial measure of a return on investment for learning English. When examinations become the primary gauge and rationale for learning English, it is perceived by students more of an inhibiting factor rather than a motivational factor since the potentials for sanctions rather than rewards are highlighted under this cultural context. This finding was corroborated by Lamb (2007) who disclosed that the fear of reprimand or of generating a low score is an inhibiting factor since students would feel excluded or isolated from the rest. B. Application of Findings toward Practice and Future Research The findings highlighted the crucial role of the teacher’s instructional style as facilitating ESL/EFL learners. The ability of the teacher to gauge the students’ motivating drives must be of paramount concern to effectively apply motivating factors that facilitate, rather than inhibit, ESL learning. As different students have manifested diversity in confirming which factors have assisted and contributed to a more conducive learning environment, teachers of ESL should be able to discern the distinctiveness and unique characteristics and traits of the students to effectively gauge which factors are most applicable to their situations. With more ESL learning environments supporting students of diverse cultural orientations, educators face increasing challenges in applying motivational strategies that could universally apply. In this regard, the findings could provide valuable insights to include training teachers to apply distinct and highly effective motivational techniques and strategies that were deemed to be most crucial in facilitating ESL learning. As recognized and emphasized by Guilloteaux & Dornyei (2008), “the increase in students’ motivated behavior resulting from teachers’ motivational practices, in turn, translates into improved learning” (p. 73). The observational variables noted by Guilloteaux & Dornyei (2008) in exhibiting the teachers’ motivational practices are most beneficial to determine specific techniques that could be applied (the use of group work, effective praise, tangible rewards, and acclimatizing contemporary examples within the learning situation have been duly noted). As emphasized, “given that student demotivation is a major problem in educational settings worldwide, finding ways to raise teachers’ awareness of their motivating practices and to train them in using skills that can help them to motivate learners should be a prominent methodological concern” (Guilloteaux & Dornyei, 2008, p. 73). Further, future studies that aim to focus on determining the effectiveness of motivational factors in facilitating ESL learning could delve more closely on the role of culture in the learning process. The literature review determined the most viable and effective motivational factors that facilitated learning within the ESL environment. The findings revealed could be used in future research studies, particularly the applicability of the so-called Chinese Imperative motivator and the place of birth in other cultural settings. As more students of ESL become increasingly diverse in cultural orientations and backgrounds, the role that culture plays in the motivational have been intermittently discussed. As recognized, “hardly any research has been done to examine the extent to which motivational strategies are culture specific…It would be useful to know which aspects of a motivational teaching practice are freely transferable across learning situations” (Guilloteaux & Dornyei, 2008, p. 73). Future research on culture’s impact on the motivational process in the ESL learning environment could be a potential learning ground for educators in this endeavor. References Chang, L. (2010). Group Processes and EFL Learners' Motivation: A Study of Group Dynamics in EFL Classrooms. TESOL Quarterly, Vol. 44, No. 1, 129-154. Chen, J., Warden, C., & Chang, H. (2005). Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation. TESOL Quarterly, Vol. 39, No. 4, 609-633. Guilloteaux, M., & Dornyei, Z. (2008). Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, Vol. 42, No. 1, 55-77. Lamb, M. (2007). The Impact of School on EFL Learning Motivation: An Indonesian Case Study. TESOL Quarterly, Vol. 41, No. 4, 757-780. TESOL Journal. (2007). Home: Publications: TESOL Journal. Retrieved April 1, 2012, from http://www.tesol.org/s_tesol/seccss.asp?CID=1997&DID=12258 TESOL Quarterly. (2007). Home: Publications: TESOL Quarterly. Retrieved April 1, 2012, from http://www.tesol.org/s_tesol/seccss.asp?cid=209&did=1679 Wong, R. (2010). Mainland Students Learning English in Hong Kong: Does Place-of-origin Affect Motivation? TESOL Journal, Vol. 2, 109-129. Read More