Professional Documents
Culture Documents
YUHONG NING
FACULTY OF EDUCATION
BURAPHA UNIVERSITY
SEPTEMBER 2015
ACKNOWLEDGEMENTS
This study investigated the English language learning motivation levels and
the main motivation type (integrative motivation or instrumental motivation) of
students in a secondary school in Thailand. It also aimed to discover if there were
differences in motivation towards English language learning between lower and upper
secondary students. A mixed-methods approach was used in this research, which
employed a questionnaire and a semi-structured interview. The questionnaire was
distributed to 336 participants who were lower secondary and upper secondary
students in a secondary school in Thailand. Thereafter, 16 participants were
interviewed.
The findings revealed that the level of the lower secondary and upper
motivation was the main type of motivation for the lower secondary and upper
There were no significant differences between lower secondary and upper secondary
students’ motivation. The supports which lower and upper secondary students wanted
were categorized into six kinds of support: teachers, the school, self, peers, parents,
and the government.
vi
CONTENTS
Page
ABSTRACT…………………………………………………..………………. v
CONTENTS………………………………………………………..…………. vi
LIST OF TABLES………………………………………………..…………... viii
LIST OF FIGURES…………………………………………………………… ix
CHAPTER
1 INTRODUCTION………………………………………………………. 1
1.1 Background of the Study........................................................... 1
1.2 Statement of the Problem.......................................................... 3
1.3 Research Questions.................................................................... 5
1.4 Objectives of the Study.............................................................. 5
1.5 Statement of Hypothesis............................................................ 5
1.6 Significance of the Study........................................................... 6
1.7 Conceptual Framework.............................................................. 7
1.8 Scope of the Study...................................................................... 8
1.9 Definition of Terms.................................................................... 9
1.10 Limitations of the Study.......................................................... 9
1.11 Chapter Summary.................................................................... 10
2 LITERATURE REVIEW.………………….…………………..………. 11
2.1 Definition of Motivation............................................................ 11
2.2 Types of Motivation................................................................... 12
2.3 Related Research........................................................................ 14
2.4 Chapter Summary...................................................................... 19
3 RESEARCH METHODS……………………………………………….. 20
3.1 Research Design ………………………………………..….…. 20
3.2 The Context of the Study............................................................ 21
vii
CONTENTS (CONTINUED)
CHAPTER Page
3.3 Population and Participants........................................................ 21
3.4 Research Instruments................................................................. 23
3.5 Data Collection Procedure.......................................................... 28
3.6 Data Analysis............................................................................. 29
3.7 Ethical Considerations............................................................... 32
3.8 Chapter Summary....................................................................... 32
4 FINDINGS………..………...……………………………….….………. 33
4.1 Findings of the Research Question 1.......................................... 33
4.2 Findings of the Research Question 2.......................................... 34
4.3 Findings of the Research Question 3.......................................... 36
5 DISCUSSIONS AND RECOMMENDATIONS ……………...……..… 58
5.1 Summary of the Findings........................................................... 58
5.2 Discussions................................................................................. 58
5.3 Conclusions................................................................................ 60
5.4 Recommendations...................................................................... 61
REFERENCES …...…………………………………………………….…..… 63
APPENDICES.…………………………………………………………...…... 72
APPENDIX A………..……………………………….………................... 73
APPENDIX B………..……………………………….………................... 75
APPENDIX C………..……………………………….……….................... 85
APPENDIX D……..……………………………….………....................... 87
APPENDIX E………..……………………………….……….................... 96
APPENDIX F………..……………………………….……….................... 99
BIOGRAPHY ……………………………………………………..………….. 104
viii
LIST OF TABLES
Tables Page
1 Information of Interviewees....……………………………………… 23
2 Questionnaire Distribution………………………………………….. 24
3 Questionnaire Modifications……………………………………...… 25
4 Interpretation of Mean Scores of Motivational Levels…………....... 30
5 Descriptive Statistics of Motivation Level…………………………. 34
6 Descriptive Statistics of Motivation Levels from Lower and Upper
Secondary School Students…………………………………………. 35
7 Independent Samples t-test of Lower Secondary and Upper
Secondary School Students…………………………………………. 36
8 Distribution of the Open-ended Question…………………………... 37
ix
LIST OF FIGURES
Figure Page
1 Basic Scheme of Gardner’s (2006) “Socio-educational Model of
Second Language Acquisition”……………………………………. 7
CHAPTER 1
INTRODUCTION
and the adoption of the Internet have resulted in a major transition in business,
education, science, and technology, all of which demand high proficiency in English.
high. Nowadays, a large number of people realize the importance of English and
and private schools and gets more attention from Thais. The role of English in
Chamber of Commerce in Thailand (Am Cham) notes that foreign companies are
proficiently for getting higher positions (Thaicables, 2006). Furthermore, the official
will allow more foreign people to invest in Thailand. The development of the
learning English. However, the pioneers in foreign language motivation are largely
from western countries (Gardner & Lambert: 1959; Gardner, Lalonde, Moorcroft, &
Evers, 1987; Gardner & Tremblay, 1994; Hernández, 2004; Spolsky, 1969). During
the last ten years, several research studies in this area were carried out in Asia but
most of them were conducted in Eastern Asia, i.e., China and Hong Kong (Li & Pan,
2009; Liu, 2007; Wang, 2007; Wei, 2007). Others were conducted in South East Asia
such as Cambodia (Lim, 2012) and South West Asia such as Iran (Chalak & Kassain,
2010; Ghanea, Pisheh, & Ghanea, 2011). However, there has been a relatively
There are also some research studies on the relationship between learners’
that even though research has been carried out on student motivation, only a few
2004; Tachibana, Matsukawa, & Zhong, 1996; Williams, Burden, & Lanvers, 2002)
despite the fact that the learners’ interest needs to be sustained over the many years it
comparison between lower secondary and upper secondary students’ motivation and
support which students need will be a new research orientation in a Thai context.
5
1. What are the levels and main type (integrative or instrumental) of lower
2. What are the differences between lower secondary and upper secondary
students’ motivation?
school want for increasing their levels of motivation towards English language
learning?
Thailand.
Thailand.
students need for increasing their levels of motivation towards English language
learning.
influencing students’ motivation. Sung and Padilla (1998) found similar results in their
study which showed that elementary students were more motivated than secondary
students toward learning Chinese, Japanese, and Korean. Baker and MacIntyre (2000)
6
also reported that the younger learners in their study were more motivated than the older
learners. In Williams et al. (2002)’s study, seventh graders scored significantly higher on
the need for the French language, integrative orientation, positive attitude toward their
teachers, and perceived self-ability and success than ninth graders. In Sung’s (2010)
study of college learners of Chinese, age was found to be a factor influencing the
learners, with younger learners being more positive toward Chinese language learning
due to friends’ opinions about the classes and professors at school, and the desire to
From the studies above, it can be hypothesized that students from lower
secondary have a higher level of motivation towards English language learning than
motivation towards English language learning than the students from upper
secondary.
motivation towards English language learning than the students from upper
secondary.
language learning motivation levels, types and the differences of students in lower
secondary and upper secondary in Thailand. The schools and government can make
situations. It will also highlight the supports students want for increasing their levels
of supports the students want, so that we can give them appropriate supports to help
Linguistic
Educational
Ability ↗
Formal outcomes
setting contexts
Motivation ↘
Informal Non-linguistic
→ (Integrative;
Cultural contexts outcomes
Instrumental) →
context
Language Acquisition”
formal and informal language learning contexts. This model explains that there are
two kinds of outcomes that emerge from the second learning experience: linguistic
outcomes refer to attitudes and values that develop from the learning experience.
Gardner explains that these outcomes are influenced by prior cognitive (intelligence
plays a very important role in both linguistic and non-linguistic outcomes. This
model is also explicit in indicating that the educational setting and the cultural
developed in the 1960’s and is concerned with the role of individual differences in
second language acquisition. Gardner (1985b) said that this model was rooted in
While there are several kinds of motivational theories, this study only
Integrative motivation refers to a desire to become more like valued members of the
target language community (Gardner & Lambert, 1959 cited in Ramage, 1990).
achieve such goals as a good job or social recognition (Clément, Gardner, & Smyth,
integrative), and more information about the English language learning motivation
levels to schools and the Thai government. Moreover, it also can help to find out
what support students need for increasing their motivation. The support they need
learning and the level of education. The term motivation towards English language
learning (integrative and instrumental) was taken from Gardner, Tremblay, and
Masgoret (1997). They defined motivation as “the individual’s attitudes, desires, and
efforts” (p. 345). Another variable was the level of education (lower secondary and
upper secondary).
2. The population in this study was lower secondary and upper secondary
secondary (Mathayomsuksa 1–6) who were chosen by using the stratified sampling
success (Gardner et al., 1997). In this study, motivation is derived from Clement,
Gardner, and Smith (1977 cited in Ramage, 1990), consisting of integrative and
of the target language community (Gardner & Lambert, 1959 cited in Ramage,
1990).
language to achieve such goals as a good job or social recognition (Clement et al.,
Lower secondary students are students studying in grades 7–9 (In Thailand
Thailand, so generalizations could be made only for other schools which have
similar contexts. Moreover, the questionnaire was only self-reported, it was not
background, the statement of the problem, purpose of the study, research questions,
objectives of the study, statement of the hypothesis, significance of the study, the
study scope, definition of terms, and limitations of the study. Since much research
has dealt with motivation, gender, and the relationship of motivation and academic
and instrumental). The findings of this study may provide information about English
language learning motivation levels, types and the differences of students in lower
secondary and upper secondary in Thailand. It may also identify the supports
students want for increasing their levels of motivation towards the English language.
11
CHAPTER 2
LITERATURE REVIEW
sections. The first section shows the definition of motivation. In the second section,
I reviewed types of motivation. In the third section, I present the previous research
which is classified according to their common points and different points. The last
been extensively investigated (Gardner et al., 1997). Gardner (1985b) stated that
motivation is “the extent to which the individual works or strives to learn the
(p. 10). According to Gardner (1985b), in order to understand why language learners
Ryan and Deci (2000, p. 54) stated that “to be motivated means to be
moved to do something”. Unlike unmotivated people who have lost impetus and
long they are willing to sustain the activity, and how hard they are going to pursue it
(Dörnyei, 2001b, p. 8). Dörnyei (2001a) stated that the current trend in motivational
which places the focus on how the individual‘s conscious attitudes, thoughts, beliefs,
and interpretation of events influence their behavior, that is, how mental processes
This classification comes from the cognitive views which “stress that
human behavior is influenced by the way people think about themselves and their
when learners actively seek out and participate in activities without having to be
refers to tasks that are rewarding in and of themselves, such as the pleasure of
solving a puzzle, learning, or playing a game; the motivation factors for taking such
actions are not external, but internal. On the other hand, extrinsic motivation
some extrinsic reward’ such as getting good grades, being praised by the teacher or
orientation deals with the student’s motivation to learn a language for reasons such
as an interest in foreign languages, a desire for interaction with the target language
community, and attitudes toward the target language community (Gardner & Lamber,
appears to be the single most important factor” of L2 acquisition (Dörnyei & Csizér
2005, p. 19) as studies and research show “that learners ranking high on integrative
orientation work harder and learn faster than those who are low on integrative
motivation.”
13
members of the target language community (Gardner & Lambert, 1959 cited in
Gardner & Smith, 1977, p. 124 cited in Ramage, 1990). Samimy and Tabuse (1992)
conducted research on motivation and gave similar definitions of these two terms.
They defined integrative motivation as the learners’ desire for cultural broadening,
language study. There are many key factors which play an important role in
(Deci & Ryan, 2000). Within this construct two motivational types are at play:
extrinsic and intrinsic motivation (Dornyei, 2003; Noels, Clément, & Pelletier, 2003).
transformed into intrinsic (self-determined) values and motivations (Noels et al., 2003).
desire to lessen the gap between their actual self and their ought-to self (Kormos &
Csizer, 2008). The theory is broken down into three components (Dörnyei &
1) The ideal L2 self: The representation of all the attributes that a person
possess to avoid possible negative outcomes, and which therefore may bear little
(Dörnyei, 2005).
There are several kinds of motivational theories, but this study only
2.3Related Research
2.3.1 Integrative Motivation vs. Instrumental Motivation
There was some research focusing on the levels and types of motivations
Cooper and Fishman’s (1977) works. The findings showed that the subjects’ greater
utilitarian and academic reasons. Personal reasons were also regarded as important
motives by the students. It also shows that a high number of the students showed
English-language films.
Kyriacou and Zhu (2008) explored the perception of high school students
regarding their motivation towards learning English and their perceived influence on
others, and the findings indicated that these students’ English learning motivation is
(AMTB) as the instrument. The findings showed that students were highly
(instrumental & integrative) of the Jordanian EFL female undergraduates and their
attitude towards learning the target language and its community. The participants
were 184 students majoring in English language and literature at Al Balqa' Applied
Attitude/Motivation Test Battery, the researcher found that the subjects’ greater
utilitarian and academic reasons, and it also provided evidence that learning English
as a part of the culture of its people had the least impact in students' English
language motivation, whereas their attitudes towards the target language community
achievement have been conducted, the results show that there was a positive
relationship between motivation and foreign language achievement with high school
was found that there was a positive relationship between integrative motivation and
Battery (AMTB). Gardner et al. (1985) found a positive relationship between the
orientation and instrumental orientation. Two of the major conclusions in this study
were that the five classes of variables are all positively related to achievement in
a second language and that motivation is more highly related to second language
technical students enrolled in English courses. The study results indicated that the
students had high levels of motivation – both integrative and instrumental – to learn
the English language, albeit their instrumental motivation slightly outperformed their
integrative motivation. The study also showed that there was a significant difference
(P-Value = 0.007) at the level of 0.01 between the learning motivation of students
with high academic achievement (GPA ≥ 3.20) and that of other peers (GPA ˂ 3.20).
Iranian learners. They found that there was a significant relationship between the
English at the tertiary level. The study revealed that the students had positive
attitudes toward learning English and were highly motivated to study it, that the
students were more instrumentally than integratively motivated to learn English, and
that the students’ attitudes and motivation were positively correlated with their
English proficiency.
International University have toward English learning, and the correlation between
The findings revealed that the students had high levels of integrative and
slightly higher than their integrative motivation. It also demonstrated that there was
of 420 first-year Thai engineering students from a public university. The data were
collected through a questionnaire. The findings showed that students took English
courses for both integrative and instrumental motivation as well as to fulfill the
instrumental reasons for studying English were more important than integrative
of motivation. Students’ reasons for taking English to fulfill the university foreign
language requirement was a significant predictor of their English course grades, and
the students’ desires to continue studying English beyond their fulfillment of the
shows the previous research on the motivation towards English language learning.
Most of the research found that students’ instrumental motivation was higher than
integrative motivation, and younger learners had higher motivation than older
learners. It was also found that female students’ motivation was higher than male
students, and there was a positive relationship between motivation and English
questionnaire or interview. The next chapter presents the research design, data
CHAPTER 3
RESEARCH METHODS
This chapter presents the research methods of this study, consisting of eight
learning motivation levels and types of motivation, and to find out if there were
school in Thailand. Moreover, it aimed to find out the supports that students wanted
this study. The explanatory sequential mixed methods design consists of first
collecting quantitative data and then collecting qualitative data in sequence to help
explain or elaborate on the quantitative results (Creswell & Plano Clark, 2011).
The rationale for this approach was that the quantitative data and results provide
qualitative data collection, was needed to refine, extend, or explain the general
picture. In this research, I assessed the levels of students’ motivation first, and then
chose students who were from different motivation levels to interview with attempts
to find out what supports they wanted for increasing their motivation towards
want to reveal the school’s name in this section. However, I have provided adequate
information about the school as follows. I conducted this study at a school which is
located in the eastern part of Thailand. This school has a 70 year history, and it is
a private school, which consists of kindergarten, primary, lower secondary and upper
secondary levels. At the time of this study, there were approximately 4,500 students
in this school including about 1500 students in both the lower secondary and upper
secondary levels. The school uses English as the teaching language in the main
subjects (for example: English, Mathematics, Science, Social studies, etc.) from
kindergarten to upper secondary, except for the Thai language, Chinese, music,
computer, and PE classes. There were 343 teachers (284 Thai teachers and 59
the eastern part of Thailand. The participants were from 48 different classes and
and interviewed participants. The surveyed participants were chosen by using the
combination between the stratified sampling technique and the random sampling
levels and their answers to open-ended questions. The procedure to select the
with sufficient power was 304, calculated by using G*Power Software (Erdfelder,
22
Faul, & Buchner, 1996) with a small effect size of 0.25, statistical power of 0.7, and
alpha level of 0.05. Out of these 304 participants, I stratified the number of
participants to 152 from the lower secondary level and 152 from upper secondary
level.
Based on the school’s current statistics, there were eight classes in each
level of education (Mathayomsuksa 1–6). In order to obtain 152 students from the
needed to collect the data was approximately 50 students (152/3 = 50). Since there
were eight classes in each level, the expected number of participants was seven from
each level (50/8 = 7). As was the case of the lower secondary school, I chose seven
participants in each class from the upper secondary school (Mathayomsuksa 4–6).
To select the seven participants, I employed the random sampling technique to select
The total number of participants I got was 336 participants. Out of these
participants, 168 were from lower secondary, and 168 participants were from upper
information in order to contact them for further interviews. Since there were no
participants in the very low motivation level, I chose to interview participants who
were in the very high, high, average, and low motivation levels (four participants
from each level) to find out what supports they need to help them become motivated.
answers to open-ended questions. Since there was only one participant from upper
secondary who was in low motivation, I chose three other participants from lower
presented in Table 1.
23
3.4.1 Questionnaire
(1) Gardner (1985a) for his Attitude Motivation Test Battery (AMTB) using the
integrative and instrumental orientation scales; and (2) Liu (2007). To better suit the
First, I took all eight statements from Gardner and combined them with 22
Instrumental 17, 23, 26, 28 16, 18, 19, 20, 21, 22,
Second, after combining the two questionnaires, I made the format to have
can understand the items and easily complete the questionnaire. I also modified
English; for example, Item 5 from Liu (2007, pp. 144): “The British are
open-minded and modern people.” This statement was modified as: “Studying
English who are open-minded and modern people.” Table 3 shows the modification
examples.
25
Motivational items
foreigners with whom I can speak English. with whom I can speak English.
understand and appreciate English art and understand and appreciate art and
14. I would like to know more British 14. Studying English is important
from the original Garner’s AMTB to be a five-point Likert scale. The seven-point
Likert scale tended to produce better distributions of data when the total number of
data was less than one hundred; however, there were more than one hundred
participants, so the five-point Likert scale worked better. In addition, the five-point
Likert scale could enable participants to choose answers more easily, compared to
scale of 1-5, ranging from strongly disagree = 1 to strongly agree = 5). The
questions about integrative motivation were items 1-15, and the questions about
translation to three experts to validate the content (integrative items and instrumental
items). The final questionnaire format consisted of the following parts (see
Appendix B).
education, email address, and telephone number. The data in this part were collected
attempted to find out what supports the students wanted for increasing their
guide for the interview part. The main questions are as follows:
added during the interview, for example: “How does your English teacher teach?”.
1) Validity Check
Congruence Index (IOC). Two of the experts were professors who have been
teaching English at Burapha University for many years. Another expert was a guest
University.
I asked for their help to evaluate the content validity of the questionnaire.
Congruence Index (IOC) to assess the relevancy of the content and the objective of
questionnaire was used when the results of the IOC index for each item by manual
IOC = ∑R
The total result of the IOC for the questionnaire from the three experts
2) Check
suggestions. To enhance the reliability of the research instrument, a pilot test was
carried out after the IOC check. The final questionnaire was pilot tested with 96
the same school, which was located in the eastern part of Thailand. I asked two
research assistants to help distribute the questionnaires to the students. After that, the
questionnaires were sent back to me. I calculated the level of reliability in this
research by using a statistical package version. The reliability rate was 0.95.
secondary at a school which was located in the eastern part of Thailand. The data
collection was conducted during the first semester of the academic year 2015, two
weeks after the pilot test. The questionnaires were administered to the participants
by the researcher and the six research assistants in the school. Before I distributed
the questionnaire to the six research assistants, I did random sampling for each class,
and the random sampling numbers were 2, 13, 18, 21, 22, 41, and 47. I told the
research assistants about the research objectives and how to collect the data. I
emphasized that there was no right or wrong answer. I asked the research assistants
that best show their level of agreement with the statements and to answer the
the questionnaire. Since four of the questionnaires were not completed, I did not
include them for analysis. I got 332 useful questionnaires from 336 questionnaires,
which were distributed (166 were for the lower secondary level and another 166
were for the upper secondary level). Therefore, I got a 98.81% response rate.
After I had calculated the motivational levels of the students, I found that
students who were in very high, high, average, and low motivation levels to do the
interviews. Sixteen interviewees (16) who were in very high (4), high (4), average
(4), and low (4) motivation levels were interviewed face to face. The interviews
were conducted in pairs, but there were two students who had different time
to find the supports students want for increasing their motivation of English
language learning.
For the quantitative data, a statistical package version was employed. For the
qualitative data, a coding technique was used. The details of the data analysis are
Research Question 1: What are the levels and main type (integrative or
language learning?
motivation and instrumental motivation. To interpret the mean scores for students’
The mean score for each item indicates the level of students’ motivation;
the higher score indicates that students had higher motivation while the lower score
were employed to assess the assumption of normality, and this assumption was met.
The skewness and the kurtosis were appropriate when ranging from + 1 to -1.
motivation at .30 and instrumental at .33), which means that this assumption was
since the participants took the questionnaire at the same time. After the assumptions
were examined, an independent sample t-test was used to determine whether there
was a significant difference between lower secondary and upper secondary students’
motivation.
want for increasing their levels of motivation towards English language learning?
The data set were from an open-ended questionnaire and the interviews.
I analyzed the open-ended questions first. I coded the questionnaires and categorized
them into groups. I coded the answers of the open-ended questions for patterns, and
categorized them into six categories of supports: teacher, school, self, peer, parents,
and government.
For the qualitative data, open coding and axial coding techniques were
used. Open coding code or label words and phrases found in the transcript or text.
“I would like native speakers to teach English, because they have good
this code with other similar codes into the category of “teacher.”
In the interview part, after I had finished the interview in the Thai language,
I asked a Thai research assistant who had at least two years’ experience of
transcribing to help me transcribe the interview recordings. After that I coded the
data and categorized the data to find the supports that students wanted for increasing
The total recording time was 212 minutes. Originally, I had decided to interview
twenty (20) participants who were in very high (4), high (4), average (4), low (4),
32
and very low (4) motivation level. However, when I finished calculating the data, I
found that there were no students in very low motivation. Eventually, sixteen
interviewees (16) who were in very high (4), high (4), average (4), and low (4)
sciences and others calls for the need to conduct ethical research. In order to do this,
first of all, I asked the permission of the school’s principal and the English teachers.
Before distributing the questionnaire, I told the research assistants to explain the
purpose of my research to all of the students and let them answer the questionnaire
In order to protect the participant’s identity, I did not let them write their
names on the questionnaires. I told them and promised them that when I finished all
this research, I would destroy the questionnaires, and I would not share the
information with other people. In the interviews, I respected their ideas and made
lower and upper secondary at a school located in the eastern part of Thailand.
The participants’ ages ranged from 13-18 years old. The researcher was able to
analyze the data obtained using a statistical package version and the t-test. However,
the process was long and a little bit complicated. In order to protect the students’
identity, the researcher secured ethical consent before the dissemination of the
questionnaires.
33
CHAPTER 4
FINDINGS
This chapter presents the findings in this study. The quantitative findings
are presented in three parts according to the three research questions. First, the
level, and the instrumental motivation level are presented to show the levels and
main type of the lower secondary and upper secondary students’ motivation for
show the differences between lower secondary and upper secondary students’
motivation. Last, the pattern of coding from the open-ended questionnaire and the
interviews are presented to show the supports students from lower secondary and
upper secondary want for increasing their levels of motivation towards English
language learning.
language learning?
Deviation) from both lower and upper secondary were computed on the student
motivation level, and the students’ total motivation level, are presented in Table 5.
34
N X SD Motivation level
The descriptive statistics in Table 5 show the mean score, standard deviation,
As indicated in Table 5, the total motivation is in the high level ( X = 4.25, SD = .56).
motivation are also in the high level ( X = 4.20 – 4.30, SD = .58 -.60). The mean score
determine whether there was a significant difference between lower secondary and
upper secondary students’ motivation. The results are shown in Table 6 and Table 7.
35
Level N X SD
The descriptive statistics in Table 6 show the mean scores and standard
Overall, the mean scores of upper secondary school students in all types of
motivation are a little higher than lower secondary school students ( X = 4.16–4.30,
This means instrumental motivation is the main type of motivation towards learning
English.
36
School Students
F Sig. T df Sig.
*p < .05
levels (integrative and instrumental) of lower secondary and upper secondary school
students. There was no significant difference in the integrative motivation scores for
lower secondary school students ( X = 4.16, SD = .64) and upper secondary school
difference in the instrumental motivation scores for lower secondary school students
t (330) = -1.86, p =.07. The results suggest that there was no significant difference
between lower secondary and upper secondary students’ motivation towards learning
English.
upper secondary want for increasing the levels of their motivation towards
To answer this research question, the data were obtained from the
motivation levels from both lower and upper secondary school students.
level number
Lower 45 74 11 1 0 131
secondary
Upper 46 53 4 0 0 103
secondary
ranging from most to least reported as follows: teacher, school, self, peer, parents,
and government. One hundred and seventy two out of two hundred and thirty-four
participants (172/ 234) mentioned that they needed supports from teachers.
Eighty-seven out of two hundred and thirty-four participants (87/ 234) mentioned
that they needed supports from the school. Forty-eight out of two hundred and
thirty-four participants (48/ 234) mentioned that they needed supports from
themselves. Twenty-three out of two hundred and thirty four participants (23/ 234)
mentioned that they needed support from peers. Twenty-two out of two hundred and
thirty four participants (22/ 234) mentioned that they needed support from parents.
Four out of two hundred and thirty four participants (4/ 234) mentioned that they
4.3.1 Teacher
Students reported that they needed supports from teachers in order to have
1) Teachers’ Characteristics
The data from the open-ended questionnaire revealed that the survey
participants needed teachers who were native speakers and friendly so that they had
more motivation to study the language. Twenty three (23) participants mentioned
that they wanted native speakers to teach. Three (3) participants wrote that they
found that most of the participants wanted teachers who were native speakers
because they had good pronunciation and taught enjoyably. The interview
participants who were in low motivation preferred Thai teachers or native speaker
teachers with Thai teaching assistants because with Thai teachers in class, they
would feel more comfortable. The quotes below support the interpretation above.
Student 6 (high): “I want kind and friendly teachers, don’t say too
2) Teacher’s Abilities
The data from the open ended questionnaire revealed that 203 survey
participants needed support from the teacher’s ability so that they have more
understand the subject matter and related skills thought processes and attitudes at
and interpretation and evaluation of ideas. The teachers should be able to learn,
understand, select, and use teaching strategies appropriate to the level, ability, and
interests of the students in the class. Most of the survey participants wanted support
from teachers’ cognitive abilities. They would like the teacher to teach well and
interestingly, and support the four English skills (reading, listening, speaking, and
writing).
should teach interestingly. Fifteen (15) survey participants said that teachers should
be able to support reading, speaking, writing and listening. Eight (8) survey
participants mentioned that teachers should tell the importance and benefits of
English to students so that students would like to study English more. Five (5)
survey participants said that teachers should teach more English in class so that they
can learn more. Five (5) survey participants said that teachers should teach well.
Three survey (3) participants said that teachers should use English in class. Two (2)
survey participants said that teachers should use new and various methods to teach
so that students would be more interested to study English. One (1) survey
participant said that teachers should follow the curriculum. One (1) survey
participant said that teachers should introduce English books, movies, songs and
40
they wanted supports for cognitive abilities. They would like to have someone to tell
them the importance and benefits of English. All of the interview participants
wanted to have more activities in class. It made them enjoy English class. Teachers
should not only teach and have students work in the exercise books. They should
interestingly.
jokes sometimes…”
to students…”
needed the teachers’ support for reading, speaking, writing and listening, and
teachers should make students practice more often as indicated in the following
quotes.
teachers should tell the importance and benefits of English to students, for example:
importance of English, Thailand is one part of ASEAN, so we will use English in the
future……”
attention to English study. They should make us know that we will use English in
One out of sixteen (1/ 16) interview participants (who were at a low
if teachers teach well and are friendly to students, students will want to study…”
Student 8 (high): “Some teachers don’t teach well and students can’t
understand…”
Four out of sixteen (4/ 16) interview participants meant that teachers
Student 5 (high): “Yes, I agree with him that teachers should use
write English, they should use new methods to help us… The new methods mean
teachers not only teach the English books and let students copy in their notebooks;
teachers should prepare more activities, such as games, group work, and role play.”
with students, colleagues, aides, principals, parents, and others as needed. In this
research, participants mentioned that they need the supports from teachers to
communicate effectively with their friends. They would like teachers to be able to
understand students and make students understand the lessons. Thirteen (13) survey
participants said that teachers should be able to make students understand them and
mentioned that they needed teachers who could understand students and make
should give the correct answers and examples for us to better understand the lesson.”
teacher can’t explain very well, students and teachers can’t understand each other.”
sensory function to develop and maintain awareness of all students in the classroom,
43
and sufficient motor function to move about the classroom, manage materials and
most of the survey participants mentioned that the teacher should prepare activities
2.3.1) Activities
outdoor activities. The indoor activities should be interesting, fun and varied. For the
outdoor activities, they would like to have English camps or other activities with
native speakers.
prepare more activities about English. Fourteen (14) survey participants suggested
that teachers should have activities to watch English movies. Eleven (11) survey
participants said that having more activities with native speakers would be helpful.
Eleven (11) survey participants said that they would like to have listening activities
using English music/ songs. Seven (7) survey participants said that they would like
to have an English camp. Four (4) survey participants said that learning outside the
classroom could help them learn English better. Four (4) survey participants said
that they would like to have classroom activities using games. Two (2) survey
participants said that they would like to have English shows so that they could have
the support of making more activities. The activities included both indoor and
outdoor activities. The activities inside the classroom should be fun and varied, the
activities outside the classroom must give the students the opportunities to
communicate with native speakers, such as an English camp. The details are shown
below.
44
All (16/16) of the interview participants said that they wanted the
speakers.”
example, have group work, and make everyone attend the activities.”
like to watch English movies, have activities with native speakers, listen to English
music, attend an English camp, learn outside the classroom, and play games in class.
music in class.”
class.”
needed the support from teaching material and content. They thought that studying
only English books which was not enough. They would like teachers to add more
needed the support about teaching materials and content. Seventeen (17) survey
45
participants said that adding more new and interesting materials would be helpful for
increasing their learning motivation. Eight (8) survey participants said that the
teacher should use modern facilities. Eight (8) survey participants said that they
would like to have more conversations in English. Three (3) survey participants said
that they would like to have more English exercises in class. One (1) survey
participant said that the teacher should allow students to use mobile phones in class.
sixteen (7/ 16) interview participants wanted the support of adding more new and
should be interesting.”
content.”
future and can help me to make a living. Now the teachers teach only books.”
abilities and judgment, and be able to “read” and understand different social
could help them increase their motivation level. They would like the teacher to
maintain a good atmosphere in class, and try to make students feel comfortable.
Teachers should encourage students to study English. The details are discussed
below.
46
students to study English. Nine (9) survey participants hoped that teachers would
create a good atmosphere in class, and try to make students feel comfortable.
atmosphere in class; it could help them to be relaxed. Teachers should not make
students feel nervous all the time. Teachers can sometimes tell jokes. Teachers
should avoid saying bad words to students; they should say something positive.
Student 6 (high): “Ask students to read, and don’t give too many
to speak out.”
encourage students to study, and make students use English. Teachers should also
Eight out of sixteen (8/ 16) interview participants wanted the teachers
atmosphere in class, and make classmates help each other to study so that the
sometimes; don’t be too serious, and don’t let students fell nervous.”
studying…”
47
4.3.2 School
Students reported that they needed supports from the school in order to
have more motivation (see Appendix H). The school is an important place to
develop students. Students spend a lot of time in school. The participants also
noticed that. They thought supports from the school could help them increase their
motivation level. They wanted the school to hire more native speakers, add more
new and modern facilities, have more English classes, and have more activities both
In order to increase motivation, most of the participants mentioned that they would
like native speakers to teach, and new and modern facilities could help them enjoy
English class, and learn effectively. The school could also have more activities in
English, such as: English camps, English shows, and English student exchange
program. The school should add more English tutorial classes, and tell the
Twenty-three (23) survey participants said that they would like to have
native speakers to teach English. The school should hire more native speaker
teachers. Two (2) survey participants said that the school should require teachers to
teach them because they have good pronunciation and are fun. The interview
participants who are low motivation preferred Thai teachers or native speakers with
a Thai co-teacher because with Thai teachers in class, they would feel more
comfortable.
Five out of sixteen (5/ 16) interview participants said that either Thai
teachers or native speaker teachers were good at teaching English. Two out of sixteen
48
(2/ 16) interview participants said that native speaker teachers and Thai co-teachers
were better. Seven out of sixteen (7/ 16) interview participants preferred native
speakers as teachers. Two of sixteen (2/ 16) interview participants wanted Thai
teachers.
Student 1 (very high): “Native speaker teachers are better than Thai
Student 2 (very high): “Native speaker teachers don’t think too much
teachers make too much trouble; they are too strict and always force us to do
something…”
teacher) is better, he teaches us to speak English, and Thai teachers can make
co-teachers …”
Ten (10) survey participants mentioned that the school should acquire
new facilities.
Most of the interview participants would like the school to acquire new
and modern facilities. They thought new and modern facilities could help them
49
enjoy English classes, and could learn effectively. Twelve out of sixteen (12/16)
Eight (8) survey participants said that the school should tell the
English could increase student’s motivation level. In the interviews, seven out of
sixteen (7/16) interview participants mentioned that the school should tell the
Student 4 (very high): “The school should tell the students the
importance of English, Thailand is one part of ASEAN, so we will use English in the
future…”
English. The teacher should inform us that we will use English in the future, if we
Seven (7) survey participants said that they would like to have more
English classes each day. Seven (7) survey participants said that they would like to
tutorial classes to students. If students know more, they will want to learn more.”
Six (6) survey participants said that they would like to study with
exchange students. Three (3) survey participants said that the school should support
the opportunity for students to study abroad. Five (5) survey participants said that
Five (5) survey participants said that they would like the school to
Two out of sixteen (2/16) interview participants (they are in the low
motivation group) mentioned that English competitions cannot help learning English.
51
Six out of sixteen (6/16) interview participants mentioned that they wanted English
competitions.
English speaking, listening, reading, and writing; it can help us to study English.”
competitions.”
only the good students will go to a competition; the students who are not very good
Two (2) survey participants said that the school should have activities
like English shows. Four out of sixteen (4/ 16) interview participants mentioned that
Student 1 (very high): “Teachers can have group work and role
practice English…”
Two (2) survey participants said that the school should have English
camps.
52
All (16/ 16) of the interview participants agreed that they would like
Student 7 (high): “English camps can help to make more friends and
other schools.”
4.3.3 Self
have more motivation (see Appendix I). Self Determination theory (SDT) highlights
behavioral self-regulation” (Deci & Ryan, 2000). Many participants also noticed the
motivation. They thought they should study and practice English often, study hard,
and pay more attention in class. Forty-eight (48) survey participants mentioned that
they needed the supports from themselves. The details are shown as below.
Eighteen (18) survey participants said that they should practice writing,
speaking, listening, and reading, because they will get higher scores on tests and it
will make them more confident. Four (4) survey participants said that they should
read more about English in order for them to develop their vocabulary. Four (4)
survey participants said that they should watch cartoons or movies and listen to
music in English for them to be exposed to authentic situations. Two (2) survey
participants said that they should find the meaning of English words for them to be
able to use the words correctly. Two (2) survey participants said that they should
53
recite vocabulary every day so that they can memorize and use the words to
construct sentences.
Eight (8) survey participants said that they should study hard. Five (5)
survey participants said that they should pay attention in class. Two (2) survey
thought they themselves were very important to increase motivation. They should
practice English, study hard, and pay more attention in the class. Specifically:
Student 3 (very high): “We can add one-to-one tutorial classes for
help us.”
4.3.4 Peers
Participants reported that they needed supports from peers in order to have
more motivation (see Appendix I). Peers in this research mean friends in school.
Many participants mentioned that friends in school could help them increase
Twenty-one survey participants mentioned that support from friends in school can
help to increase students’ motivation level. The details are shown below.
Eight (8) survey participants said that friends in school should tell the
importance and benefits of English learning to them. Five (5) survey participants
54
said that friends in school should encourage friends to study English. One (1) survey
participant said that friends in school should introduce English books, movies, etc.
to friends.
friends should tell the importance and benefits of English to students, as shown
below.
of English, Thailand is one part of ASEAN, so we will use English in the future…”
English learning. Peers should make us know that we will use English in the future,
English…”
Student 1 (very high): “We can share some English books and
movies…”
Six (6) survey participants said that friends in school should invite
friends to attend English activities. One (1) survey participant said that friends in
Student 10 (average): “Friends should help each other when they don’t
understand English…”
have group work so that everyone can join together and help each other.
have more motivation (see Appendix I). Parents were very important for students
studying English. Many participants mentioned that they need the supports from
parents for heightening their motivation. Parents should tell the importance and the
English, introduce English books and movies to them, and provide money for them
to study more English. There were twenty-two (22) survey participants who
mentioned that they wanted support from their parents. The details are as below.
English
Eight (8) survey participants said that parents should tell the importance
and the benefits of English to them. Five (5) survey participants said that parents
should encourage students to speak with foreigners. Three (3) survey participants
56
said that parents should introduce English books, movies, etc. to them.
mentioned that parents should tell the importance and the benefits of English.
Four out of sixteen (4/16) interview participants mentioned that parents should
order to enhance motivation (see Appendix J). However, only a few participants
mentioned that the government could help them to increase the motivation of
English learning. They wanted the supports about making more English activities,
giving more scholarships for students to study abroad, and giving more educational
support. The details are shown below.
Four (4) survey participants mentioned that they wanted support from the
government: one (1) survey participant said that the government should give
educational support; and three (3) survey participants said that the government
should provide scholarships for students to study abroad.
support about having English competitions and more activities. The details are
shown below.
Two out of sixteen (2/ 16) interview participants mentioned that the
competitions in English.”
CHAPTER 5
DISCUSSION AND RECOMMENDATIONS
divided into four sections. The first section summarizes the findings of this study.
It also presents a comparison of the differences between lower and upper secondary
students’ motivation, and what supports students from lower and upper secondary
want to increase their motivation toward English language learning. The second
section presents the discussion of the findings; and the third section states the
conclusion of the study. The final section provides an overview of the theoretical
and practical implications of the results and offers suggestions for further research.
analysis of data to answer the first two research questions. It shows that the students’
motivation toward English language learning was high. And the instrumental
The research results revealed that there was no significant difference between lower
secondary and upper secondary students’ motivation. For the qualitative question,
it was found that students from lower secondary and upper secondary wanted the
supports from teachers, the school, self, peers, parents, and the government.
5.2 Discussion
5.2.1 Integrative Motivation vs. Instrumental Motivation
motivation and instrumental motivation), it appears that both lower secondary and
motivation level was higher than the integrative motivation level. This means
instrumental motivation was the main type of motivation. The results of this study
are consistent with Kyriacou and Zhu (2008), who found that high school students’
integrative reasons, and Moiinvaziri (2008), who found that students were highly
Language Acquisition” was explicit in indicating that the educational setting and the
cultural context were expected to have influences on motivation. This school was
located in the eastern part of Thailand, which is located near a famous city (Pattaya)
and the capital city of Thailand (Bangkok). Therefore, the students in this school
have more chances to meet foreigners. Some of the students have foreign parents.
In addition, this school is a private school, most of the students are from rich
families or their parents are from the middle and upper classes of society. These
factors may have great impact on students’ motivation toward English language
learning.
Sung and Padilla (1998) found out that elementary students were more
motivated than secondary students toward learning Chinese, Japanese, and Korean.
In addition, Baker and MacIntyre (2000) also reported that younger learners in their
higher on the need for the language, integrative orientation, positive attitude toward
their teachers, and perceived self-ability and success than ninth graders. However,
this research study found that the motivation level (both integrative and instrumental)
of upper secondary students was higher than lower secondary students. The finding
was not consistent with previous studies which revealed that the younger learners
60
were more motivated than older learners. This study was consistent with Wong
(2008) and Kormos and Csizér (2008) which found that older learners were more
motivated than younger learners. In this study, the reason that the motivation level of
upper secondary students was higher than lower secondary students may be that
The results of the study show that students from lower secondary and
upper secondary levels wanted the supports from teachers, the school, self, peers,
parents, and the government. The teacher was the most important support for
heightening students’ motivation. Teachers should have better teaching ability and
be friendly to students. The school should hire more native speakers to teach English,
add newer facilities, and prepare more English activities. The students should study
hard and pay attention in class. In addition, peers in the school can also help to
increase students’ motivation level. Peers should talk about the importance and
study English, and provide money for their children to attend tutorial classes and
study abroad. Furthermore, the government should provide more scholarships for
students to study overseas. This study offers in-depth information for educators to
springboard for others to listen to students’ since the students know what they need
to motivate them.
5.3 Conclusions
The research reveals that the students’ motivation toward English language
learning was high. Instrumental motivation was the main type of motivation.
61
There was no significant difference between lower secondary and upper secondary
students’ motivation.
The findings point out that teaching is not only about teachers; it is also
about students. After hearing from students, some important points about what
supports students need for heightening their motivation in English language learning
were noticed. In as much as the students want school facilities as support for
learning English, they also want support from teachers. For instance, they want their
teachers to maintain a comfortable environment. Moreover, they want their teachers
to prepare more activities. They also need much encouragement from their teachers.
In other words, the students want their teachers to spend ample time with them in a
friendly atmosphere. This creates a conductive environment to approach their
teachers without feeling scared. As such teachers, have a two-fold function of being
teaching tools and as guides. Finally, the teachers should be updated with the current
trends in teaching English and prepare more activities for students to be attracted to
learn English.
5.4 Recommendations
5.4.1 Recommendations for Teachers, the School, Self, Peers, Parents,
and the Government
Teachers should master teaching abilities and be friendly with students.
They should be well prepared and updated with the current trends in teaching
English. Teacher may use group work and team-building techniques to increase
students’ motivation to learn English. Teachers should be concerned about students’
feelings in English class, try to make students feel relaxed, and encourage them to
study English.
The school should hire more quality native speakers to teach English and
provide more appropriate textbooks for teachers and students. It is also necessary to
62
introduce additional authentic materials that are relevant and meaningful for learners.
With the development of computer assisted instruction (CAI), students can get more
information by using new facilities in class.
In addition, activities about English, such as English shows, English
competitions, English songs, etc. will provide authentic situations for students to use
English. Students should pay more attention in English class and work harder.
They should practice English reading, writing, listening, and speaking often and use
English to communicate in an authentic situation. The students can create natural
rapport with their friends in school and will be able to get support; this will shape
the students’ learning (Van Lier, 2000).
Family and school atmosphere are a viable and essential way to increase
the opportunities and supports for students to enhance their learning. The family’s
contributions and influence help the educational outcome of the learners. It is crucial
for schools to adopt successful approaches to working with parents because schools
and parents alike share the goal of providing the best education for the students.
Parents should encourage their children to study the English language and not put all
the blame on their children if they do not want to learn or if they get lower scores
than expected. Parents could introduce English materials to their children; for
example, English books and movies. If possible, parents could save more money for
their children to attend tutorial English classes or study aboard.
The government should pay more attention to English education, and
provide scholarships for studying overseas. Teachers also need to get support from
the government. Language learning involves coordination, collaboration, and
concerted effort to address the learning needs of students.
research may be conducted in a different context such as in public schools since this
current research was conducted in a private school. In addition, a research study that
sheds light on the reasons students choose particular kinds of motivation in English
language learning may be also examined.
64
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APPENDICES
72
APPENDIX A
73
ETHICAL FORM
74
APPENDIX B
75
MOTIVATION QUESTIONNAIRE
secondary and upper secondary students at a school which is located in the eastern
part of Thailand.
motivation).
Part III: An open-ended question about what supports students want for
Instructions: Please fill in the blanks or check (√) the appropriate box.
2. Age:
3. Grade:
M. / student number:
4. Email address:
5. Telephone number:
Instructions: Please indicate your choice with a check (√) in the appropriate box
which appears most applicable to you. We would urge you to carefully read and give
accurate answers since the success of this study depends upon your input.
Motivational Items 1 2 3 4 5
language.
modern people.
speakers of English.
Motivational Items 1 2 3 4 5
Motivational Items 1 2 3 4 5
career.
31. What supports do you want for increasing your level of motivation towards
แบบสอบถามแรงจูงใจในการเรียนภาษาอังกฤษ
รายการที่เกี่ยวกับแรงจูงใจ 1 2 3 4 5
1. การเรี ยนภาษาอังกฤษสาคัญเพราะฉันอยากจะมีโอกาสพบ 1 2 3 4 5
ชาวต่างชาติที่ฉนั พูดภาษาอังกฤษด้วยได้
2. การเรี ยนภาษาอังกฤษสาคัญเพราะช่วยให้ฉนั เข้าใจและซาบซึ้ งใน 1 2 3 4 5
ศิลปะและวรรณกรรมในภาษาอังกฤษได้ดีข้ ึน
3. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะทาให้ฉนั มีส่วนร่ วมใน 1 2 3 4 5
กิจกรรมของชมรมภาษาอังกฤษอย่างมีอิสระมากขึ้น
4. การเรี ยนภาษาอังกฤษสาคัญเพราะช่วยให้ฉนั รู ้สึกสบายใจมาก 1 2 3 4 5
ขึ้นกับคนที่พดู ภาษาอังกฤษ
5. การเรี ยนภาษาอังกฤษสาคัญเพราะช่วยให้ฉนั รู ้จกั คนที่เป็ นเจ้าของ 1 2 3 4 5
ภาษาอังกฤษที่ใจกว้างและทันสมัย
6. การเรี ยนภาษาอังกฤษสาคัญเพราะช่วยให้ฉนั เข้าใจและซาบซึ้ ง 1 2 3 4 5
ดนตรี และเพลงในภาษาอังกฤษ
7. การเรี ยนภาษาอังกฤษสาคัญเพราะช่วยให้ฉนั รู ้จกั คนที่เป็ นเจ้าของ 1 2 3 4 5
ภาษาอังกฤษที่เข้ากับคนง่ายและมีไมตรี จิต
8. การเรี ยนภาษาอังกฤษสาคัญเพราะช่วยให้ฉนั เข้าใจและชื่นชมวิถี 1 2 3 4 5
ชีวติ ของเจ้าของภาษาอังกฤษได้ดีข้ ึน
9. การเรี ยนภาษาอังกฤษสาคัญเพราะช่วยให้ฉนั ได้พบปะและสนทนา 1 2 3 4 5
กับผูอ้ ื่นได้หลากหลายและมากขึ้น
10. การเรี ยนภาษาอังกฤษสาคัญเพราะทาให้ฉนั ติดต่อกับเพื่อนและ 1 2 3 4 5
คนรู ้จกั ที่เป็ นชาวต่างชาติได้
81
รายการที่เกี่ยวกับแรงจูงใจ 1 2 3 4 5
11. การเรี ยนภาษาอังกฤษสาคัญเพราะฉันอยากเข้าใจคนที่เป็ นเจ้าของ 1 2 3 4 5
ภาษาอังกฤษมากขึ้น
12. การเรี ยนภาษาอังกฤษสาคัญเพราะทาให้ฉนั โต้ตอบกับผูท้ ี่พดู 1 2 3 4 5
ภาษาอังกฤษได้ง่ายขึ้น
13. การเรี ยนภาษาอังกฤษสาคัญเพราะฉันอยากรู้จกั คนที่เป็ นเจ้าของ 1 2 3 4 5
ภาษาอังกฤษที่ใจดีและร่ าเริ ง
14. การเรี ยนภาษาอังกฤษสาคัญเพราะฉันอยากรู้จกั คนที่เป็ นเจ้าของ 1 2 3 4 5
ภาษาอังกฤษมากยิง่ ขึ้น
15. การเรี ยนภาษาอังกฤษสาคัญเพราะช่วยให้ฉนั ได้รู้จกั คนที่เป็ น 1 2 3 4 5
เจ้าของภาษาอังกฤษที่ชอบเรี ยนรู้และสนุกสนาน
16. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะฉันอาจต้องใช้ 1 2 3 4 5
ภาษาอังกฤษในโอกาสต่อไป (เช่น ในการศึกษา)
17. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะคนอื่นๆจะยอมรับฉัน 1 2 3 4 5
มากขึ้นถ้า รู ้วา่ ฉันรู ้ภาษาอังกฤษ
18.การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะฉันสามารถค้นหาข้อมูล 1 2 3 4 5
และเรื่ องราวต่างๆที่เป็ นภาษาอังกฤษในอินเตอร์ เน็ตได้
19. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะทาให้ฉนั เรี ยนรู ้เกี่ยวกับ 1 2 3 4 5
สิ่ งต่างๆ ที่เกิดขึ้นในโลกมากขึ้น
20. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะการเรี ยนภาษาทาให้ฉนั 1 2 3 4 5
มีความรู้สึกถึงความสาเร็ จ
82
รายการที่เกี่ยวกับแรงจูงใจ 1 2 3 4 5
21. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะการเรี ยนภาษามักจะทา 1 2 3 4 5
ให้ฉนั มีความสุ ข
22. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะทาให้เกิดกิจกรรมทาง 1 2 3 4 5
ปั ญญาที่น่าสนใจ
23. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะจะทาให้ฉนั ดูมีการศึกษา 1 2 3 4 5
มากขึ้น
24. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะฉันเชื่ อว่าคนที่มี 1 2 3 4 5
การศึกษาควรจะพูดภาษาอังกฤษได้
25. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะช่วยทาให้ฉนั เข้าใจ 1 2 3 4 5
ภาพยนตร์วิดีโอโทรทัศน์หรื อวิทยุที่บรรยายเป็ นภาษาอังกฤษ
26. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะฉันจาเป็ นต้องใช้ในการ 1 2 3 4 5
หางานทา
27. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะหากใช้ภาษาอังกฤษ 1 2 3 4 5
ไม่ได้ฉนั ก็ไม่อาจประสบความสาเร็ จในสาขาใดๆได้
28. การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะฉันจะต้องใช้ในการ 1 2 3 4 5
ประกอบอาชีพ
29.การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะช่วยให้ฉนั เรี ยนรู ้เกี่ยวกับ 1 2 3 4 5
โลกมากขึ้น
30.การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะจะช่วยให้ฉนั เป็ นคนที่มี 1 2 3 4 5
ความรู ้มากขึ้น
83
ภาษาอังกฤษเพิ่มมากขึ้น
84
APPENDIX C
85
INTERVIEW GUIDE
9. What supports do you need for increasing your level of motivation towards English
language learning?
คำถำมในกำรสั มภำษณ์
1. นักเรี ยนชื่ออะไร
2. นักเรี ยนเรี ยนอยูห่ อ้ งอะไร
3. นักเรี ยนชอบเรี ยนภาษาอังกฤษไหม
4. ทาไมนักเรี ยนถึงชอบ/ไม่ชอบเรี ยนภาษาอังกฤษ
5. นักเรี ยนเรี ยนภาษาอังกฤษไปทาไม
6. นักเรี ยนรู ้สึกอย่างไรในห้องเรี ยนภาษาอังกฤษ
7. อะไรคือสิ่ งที่นกั เรี ยนชอบในห้องเรี ยนภาษาอังกฤษ
8. อะไรคือสิ่ งที่นกั เรี ยนไม่ชอบในห้องเรี ยนภาษาอังกฤษ
9. นักเรี ยนต้องการความสนับสนุนหรื อสิ่ งสนับสนุนอะไรบ้างที่ช่วยให้แรงจูงใจในการเรี ยน
ภาษาอังกฤษของนักเรี ยนภาษาอังกฤษเพิ่มมากขึ้น
86
APPENDIX D
87
Date______________
certify that the content of each item in the questionnaire is relevant with the
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______
__________________________________ (Signature)
__________________________________ (Position)
88
Instructions
1. This evaluation form aims to check the content validity of the
questionnaire
2. The expert evaluates the Item Objective Congruence (IOC) by using the
following ratings.
+1 For the item that is in congruence with the objective.
0 For the item that is uncertain to be in congruence with the
objective.
-1 For the item that is not in congruence with the objective.
MOTIVATION QUESTIONNAIRE
แบบสอบถำมแรงจูงใจในกำรเรียนภำษำอังกฤษ
English.
การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะฉันจะต้องได้มี
โอกาสพบชาวต่างชาติที่ฉนั พูดภาษาอังกฤษด้วยได้
2. Studying English is important because it will
speak English.
varied people.
acquaintances.
English.
การเรี ยนภาษาอังกฤษสาคัญเพราะฉันอยากเข้าใจคนที่เป็ น
เจ้าของภาษาอังกฤษมากขึ้น
12. Studying English is important because I will
English.
การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะฉันอาจต้องใช้
ภาษาอังกฤษในโอกาสต่อไป (เช่น ในการศึกษา)
17. Studying English is important because other
การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะฉันสามารถค้นหา
ข้อมูลและเรื่ องราวต่างๆ ที่เป็ นภาษาอังกฤษในอินเตอร์เน็ตได้
19. Studying English is important because I will
success.
การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะทาให้เกิดกิจกรรม
ทางปัญญาที่น่าสนใจ
23. Studying English is important because it will
to speak English.
การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะฉันเชื่อว่าคนที่มี
การศึกษาควรจะพูดภาษาอังกฤษได้
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TV and radio.
การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะหากใช้ภาษาอังกฤษ
ไม่ได้ฉนั ก็ไม่อาจประสบความสาเร็ จในสาขาใดๆ ได้
28. Studying English is important because I will
การเรี ยนภาษาอังกฤษสาคัญต่อฉันเพราะฉันจะต้องใช้ในการ
ประกอบอาชีพ
29. Studying English is important because it will
APPENDIX E
ITEM ANALYSIS (IAS)
AND ITEM-OBJECTIVE CONGRUENCE INDEX (IOC)
Table A-1 Item Analysis (IAS) and Item-Objective Congruence Index (IOC)
Items Opinions
1. +1 +1 +1 1
2. +1 +1 +1 1
3. +1 +1 +1 1
4. +1 +1 +1 1
5. +1 +1 +1 1
6. +1 +1 +1 1
7. +1 +1 +1 1
8. +1 +1 +1 1
9. +1 +1 +1 1
10. +1 +1 +1 1
11. +1 +1 +1 1
12. +1 +1 +1 1
13. +1 +1 +1 1
14. +1 +1 +1 1
15. 0 +1 +1 0.67
16. +1 +1 +1 1
17. +1 +1 +1 1
18. +1 +1 +1 1
19. +1 +1 +1 1
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Items Opinions
20. +1 +1 +1 1
21. +1 +1 +1 1
22. +1 +1 +1 1
23. +1 +1 +1 1
24. +1 +1 +1 1
25. +1 +1 +1 1
26. +1 +1 +1 1
27. +1 +1 +1 1
28. +1 +1 +1 1
29. +1 +1 +1 1
30. +1 +1 +1 1
Total 29 30 30 √
IOC = (Ʃ R/N) / N0
R = 29 + 30 + 30 = 89
N = 3 (Number of experts)
APPENDIX F
26
English
Teach well 5
Teach in English 3
songs, etc.
abilities 13
English camps 7
class
students comfortable
Study abroad 3
BIOGRAPHY
Education
Chonburi, Thailand.