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.
The question guiding my literature review is: How crucial is cultural orientation in defining the motivational strategy to be designed by educators? Likewise, how effective are these strategies in enhancing ESL learning on a cultural context?
Research question(s) OR Purpose of the study: The author aimed to determine “the motivation of Indonesian adolescents toward learning English over the first 20 months of junior high school” (Lamb, 2007, p. 757).
Through employing mixed methods of questionnaires ...
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