Effect Of Students' Motivation On English Learning In Junior Middle Schools

Motivation is considered by many to be one of the main determining factors of success in developing a second language (L2) or a foreign language (FL) (Dornyei, 1994). It determines the extent of active, personal involvement in L2/FL learning. Conversely, unmotivated students are insufficiently involved in L2/FL learning and therefore unable to develop their potential L2/FL skills (Oxford, 1994). So it is crucial for our teachers to know what our students' motivations are. Optimal teaching demands that teachers understand why their students are studying a new language and how proficient the students want to become.This study examined the motivation of one hundred and five second-year students from a key junior middle school and one hundred and nine from a non-key junior middle school to learn English as a foreign language (EFL). Data were gathered through administering a modified version of the motivation scale developed by Wen (1997). This version consisted 34 items divided into two parts. Part One consisted of three subscales (16 items) measuring the factors of integrative motivation, instrumental motivation, and effort. Part Two also consisted of three subscales (18 items) measuring the factors of valence, expectancy, and ability. Students' English learning achievements were measured by the final test scores of the second term in Grade-Two. The data were analyzed using SPSS 11.0 for Windows. The results of the survey were used to address questions about the differences in the motivation to learn English between students from the two types of schools and the extent of students' motivation related to their learning achievements.The findings revealed that there was a significant difference in the motivation between students from the key school and those from the non-key school, especially in terms of their perception of the valence, expectancy and estimation of ability. Most of the non-key middle school students lacked confidence in English learning. No difference was found in integrative motivation and instrumental motivation. The findings also revealed that learning achievements were positively related tointegrative motivation, effort, valence, expectancy and estimation of ability. More specifically, expectancy and estimation of ability were the strongest determinants of motivation related to learning achievements. However, the correlation between effort and learning achievements was not as significant as expected, and instrumental motivation was found to be unrelated to learning achievements. Based on the results and discussion, implications were offered as to how to motivate students to learn English for EFL teachers in junior middle schools. First of all, teachers should help students become self-confident, gain a sense of accomplishment and set learning goals. Secondly, teachers should help students learn more effectively by improving teaching methods, students' learning methods, teaching and learning materials and examination papers. Finally, the current educational system must be changed. Junior middle schools should not be divided into key or non-key schools, which frustrate non-key middle school students. On the other hand, students should have time and space to enjoy themselves. They should have freedom to choose what they want to learn. I am deeply convinced that children under a less compulsory systems actually learn more and be more cooperative with adults and authority. I'm sure they'll be happier, more active and more creative, and therefore more useful to the society.