Motivation Study Of High School Students With Learning Difficulties In English

This study aimed to understand a group of high school students’ motivation change ina series of teaching activities designed with comprehensible input. The research toolsincluded a motivation survey, class observation and interview. They were employed to helpanswer the following three research questions:1) What is the motivation status of the highschool students with learning difficulties in English?2) Does students’ motivation changein the teaching activities designed with comprehensive input? If yes, what are the changes?3) What are other factors that affect students’ motivation? The motivation survey helped toanswer the first question, while the class observation and interviews helped to answer thesecond and third question. Based on the data analysis, the study has arrived at thefollowing major findings:Firstly, the pre-semester motivation survey results showed the students’ intrinsicmotivation level with the mean of36.33，which is lower than their extrinsic motivation by10.17. This result was supported by the observation and interview data that indicated thatstudents mainly studied English for some external reasons such as exam results. The majorcauses include their poor English learning background, intrinsic needs such as happinessand self-esteem not met, and exams for higher education opportunities.Secondly, after three months’ participation in the activities with comprehensible input,the mean of students’ intrinsic motivation score was found increased greatly by13.92according to the post-semester survey results. Among the five intrinsic motivationcategories, the need of happiness changed most apparently (the mean increased by16) andautonomy changed the least (the mean increased by9.67). The survey data also showedslight changes in students’ extrinsic motivation, but is generally a bit lower than intrinsicmotivation. The observation and interview data supported the survey results. For example, the students were found more active, cooperative, and autonomous in those learningactivities.Thirdly, the interview data revealed some other factors that affected students’motivation including students’ emotion, personality and learning strategies. Anxiety andfear were found as major demotivating factors for those students with learning difficulties.Teachers’ charm and teaching methods also influenced the students’ motivation change.Based on the findings, the study offers suggestions on how to improve learningactivity design so as to better help the high school students with learning difficulties inEnglish.