Paper review

Student name: Moamar Algethami

Student number: 44580187

The Motivation of L2 Learners: Does It Decrease with Age?

Vol.3, No.1 (2010)
Cite: Pauline Ghenghesh, Department of English Language, The British University in Egypt El Sherouk City,
Postal No. 11837, P.O. Box 43, Cairo, Egypt
E-mail: paulineghenghesh@yahoo.co.uk
Abstract
This study looks at why students from different countries, studying English in Tripoli, may feel motivated or
not as they move to senior high school. It involves 144 students and five teachers. The research uses surveys,
interviews, and exam results to understand how factors like age and the teacher's role affect students'
motivation. The result shows that motivation tends to decrease as students get older. Teachers play a big part in
shaping students' attitudes.
1. Introduction
This study explores why students learn a second language and how their motivation changes over time.
Motivation is like an internal push that makes students start and continue learning a language. Without enough
motivation, it is hard for students to do well in language learning. Early research focused on tests to measure
motivation, and later studies in the 1990s looked at various aspects of motivation, like how students feel about
the language and the learning environment. Some key researchers, like Williams & Burden, created frameworks
to understand motivation better. They found that teachers play an important role in students' motivation, and
other factors like the course, teaching methods, and family influences also matter. Few studies have looked at
how motivation changes over time in schools. This study aims to find out how several factors affect students'
motivation as they enter senior high school, compare results from surveys and interviews, and gather more
information on how to improve student motivation.
2. Methodology
2.1 Participants
This study engaged 144 students from Grades 6 to 10 at the International School of the Martyrs in Tripoli, along
with five participating teachers. Considering factors like grades, gender, and language proficiency.
2.2 Instruments
Surveys and interviews with students and teachers.
2.3 Procedures
The study included four stages. Firstly, students in Grades 6-10 filled out a 101-item questionnaire about
learning English, which included their thoughts on effective learning. Secondly, teachers evaluated students'
motivation and performance. The third and fourth stages involved semi-structured interviews with selected
students and teachers during regular school hours to dig deeper into insights beyond questionnaire responses.
Interview Questions:
2.3.1 Students
1. How crucial is studying English for you?
2. Has your motivation to learn English changed over the years, and if so, why?
3. What actions can the school take to enhance your motivation?
4. How can teachers contribute to increasing your motivation?
5. What other factors could boost your motivation?
2.3.2 Teachers
1. Do you observe a change in students' motivation as they grow older, and if so, why?
2. What measures do you think the school can take to enhance student motivation?
3. How can teachers actively contribute to boosting student motivation?
2.4 Data Analysis
The information gathered from the author, like surveys from students, evaluations from teachers, and test
scores, went through a careful analysis using a tool called SPSS. The author of the research paper wanted to
make sure the questions in the surveys were reliable. Also looked at how several factors, like motivation, effort,
behavior, and scores, are connected. The author compared average scores between different age groups using a
method called ANOVA, and then we dug deeper into what students and teachers said in interviews to find
patterns and connections in their answers.
3. Results & Discussion
3.1 Questionnaire
3.1.1 Reliability of the Student’s Motivation Questionnaire
The study created seventeen multi-item scales from the 101 items in the student’s questionnaire and three items
from the teacher’s questionnaire. Cronbach’s Alpha factors, measuring internal consistency reliability, ranged
from .57 to .88, indicating acceptable reliability.
3.2 Correlational Analyses
3.2.1 The Whole Sample
After reliability analysis, a link analysis was conducted for the entire sample (n=144) to understand the
interrelationship between motivational variables, effort, motivated behavior, and achievement scores. The
results indicated many significant correlations, with ‘Effort’ having the most significant connections.
Especially, ‘Attitudes towards the English lessons’ showed highly significant positive relationships with
‘Effort,’ ‘Motivated behavior,’ and ‘Examination results,’ emphasizing the importance of situational factors in
motivation.
3.2.2 Grades 7, 8 and 9, 10 Combined
The correlational analysis for grades 7, 8, and 9, 10 revealed fewer significant correlations, partly due to
reduced sample sizes. Motivation appeared more salient in senior high school, suggesting a decline in
motivation with age. This aligns with literature indicating a decrease in motivation in higher years.
3.3 One-way Analysis of Variance
3.3.1 The Whole Sample
One-way ANOVA results showed significant differences in motivational variables among subgroups. Post-hoc
tests consistently demonstrated a decline in motivation with age, especially in grades 9 and 10, a crucial finding
substantiating the trend mentioned in the literature.
3.3.2 Grades 7, 8 and 9, 10 Combined
Combining grades 7, 8, and 9, 10 confirmed a consistent decline in motivation with age. Results reflected
previous studies, emphasizing the significance of this finding. Some motivational variables showed significant
differences, with lower grades consistently having higher mean scores.
3.4 Interviews
3.4.1 Importance of Studying English
Analysis of student interviews for question 1 revealed unanimous agreement on the importance of studying
English. Learners emphasized its global use in countries, studies, and media intake.
3.4.2 Changes in Motivation
Interviews for question 2 illustrated a decline in motivation, particularly in grades 9 and 10. Both students and
teachers noted a worsening trend, emphasizing the need for qualitative insights to complement quantitative data.
3.4.3 The School’s Motivational Influence
Questions 3 and 4 focused on what students think the school and teachers can do to enhance motivation. Older
learners suggested employing native-speaking and good teachers, highlighting external factors influencing
motivation.
3.4.4 The Teacher’s Motivational Influence
Responses to question 4 emphasized the role of teachers in enhancing motivation. Students in grades 9 and 10
stressed qualities like making lessons fun. Teachers' behavior and consideration notably impacted motivation.
3.4.5 Other Influential Factors
Question 5 explored factors beyond school and teachers affecting motivation. Friends' positive comments were
found to motivate, while negative comments had a significant, negative impact, emphasizing the role of peer
influence on motivation.