The relationship between motivation and English language test performance among secondary vocational schools’ students in China

Qiu Chuane, Siti Shuhaida Shukor, Tian Yuehong, Zhong Xiaofen

Abstract


In China, secondary school students studying at the vocational stream often struggle to keep up with English language learning. This study investigates the relationship between two types of motivation – extrinsic and intrinsic – towards the English language test performance of students from a secondary vocational school in Chongqing, China. A mixed-method research design was employed via a survey and a semi-structured interview. A total of 212 second-grade students at randomly selected secondary vocational schools completed the questionnaire. A correlational analysis was performed to discover if there was a relationship between students’ extrinsic and intrinsic motivation towards their English performance. The results reveal that the intrinsic motivation was strongly correlated with the students’ English performance with r=0.216, p<0.05, while the extrinsic motivation showed zero association with the students’ English performance with r=0.125, p>0.05. A multiple linear regression analysis was also conducted to investigate the extent that students’ intrinsic and extrinsic motivation predicted their English performance. However, the findings showed that the prediction was only 4.7%. To understand more about the explanation of the findings, a total of 12 students were then interviewed voluntarily. The interview results reveal three themes revolving around the students’ cognitive, affective and social domains in their learning environment. The findings from this study would inform stakeholders to improve the existing teaching and learning models in improving students’ motivation towards English language learning, specifically in the China context.

Keywords


English language; extrinsic motivation; intrinsic motivation; learning performance; vocational education

Full Text:

PDF

References


Abdullah, M. Y., & Al-Mofti, K. W. (2017). The impact of social support on EFL learners’ motivation at Iraqi Kurdistan universities. Modern Applied Science, 11(7), 51-56. https://doi.org/10.5539/mas.v11n7p51

Adara, R. A., & Puspahaty, N. (2021). How EFL learners maintain motivational factors and positive attitudes during COVID-19 pandemic: A qualitative study. English Franca: Academic Journal of English Language and Education, 5(2), 277-298. http://dx.doi.org/10.29240/ef.v5i2.3398

Al-Mekhlafi, A. (2010). The role of attitude and motivation in language learning: A social psychological study of Indian students of Arabic [Unpublished doctoral dissertation]. Aligarh Muslim University.

Alinier, G., & Harwood, C. (2005). A touch of added realism: Preparation of your patient simulator for CVP monitoring. Anaesthesia and Analgesia, 101(6S), 2.

Anwar, K., Asari, S., Husniah, R., & Asmara, C. H. (2021). Students’ perceptions of collaborative team teaching and student achievement motivation. International Journal of Instruction, 14(1), 325-344. https://doi.org/10.29333/iji.2021.14119a

Azhar, I. P., & Gopal, R. (2021). Effects of “English-Only Policy” on students’ fluency and motivation level in speaking English. The English Teacher, 50(3), 157-172. https://doi.org/10.52696/EGJQ3860

Azhari, T., & Dauyah, E. (2018). Learning motivation of peripheral university students and its relation with their English grades. Proceedings of MICoMS 2017 (Emerald Reach Proceedings Series) (Vol. 1, pp. 473-478). Emerald Publishing Limited. https://doi.org/10.1108/978-1-78756-793-1-00028

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Boone, H. N., & Boone, D. A. (2012). Analysing Likert data. Journal of extension, 50(2), Article 48.

Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Carreira, J. M. (2011). Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students. System, 39(1), 90-102. https://doi.org/10.1016/j.system.2011.01.009

Chen, Y. C., Lin, C. Y., & Lin, S. (2014). EFL learners’ cognitive styles as a factor in the development of metaphoric competence. Journal of Language Teaching & Research, 5(3), 698-707. https://doi.org/10.4304/jltr.5.3.698-707

Cortright, R. N., Lujan, H. L., Blumberg, A. J., Cox, J. H., & Dicarlo, S. E. (2013). Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students. Physiological Education, 37(3), 227-232. https://doi.org/10.1152/advan.00018.2013

Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). SAGE Publications.

Daif-Allah, A. S., & Aljumah, F. H. (2020). Differences in motivation to learning English among Saudi university students. English Language Teaching, 13(2), 63-74. https://doi.org/10.5539/elt.v13n2p63

Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of applied social psychology, 22(14), 1111-1132. https://doi.org/10.1111/j.1559-1816.1992.tb00945.x

Deci, E. L. (1975). Intrinsic motivation. Plenum.

Deci, E. L. (1976). Notes on the theory and metatheory of intrinsic motivation. Organisational Behavior and Human Performance, 15(1), 130-145. https://doi.org/10.1016/0030-5073(76)90033-7

Do Quyen, V. M. (2020). The relationship between students’ intrinsic motivation and the final exam results of a student on English subject. Journal of Science and Technology, 43(01), 145-154. https://doi.org/10.46242/jst-iuh.v43i01.616

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135. https://doi.org/10.1017/S026144480001315X

Dornyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.

Ebadi, S., & Ghuchi, K. D. (2018). Investigating the effects of blended learning approach on vocabulary enhancement from EFL learners’ perspectives. Journal on English Language Teaching, 8(2), 57-68.

Elizabeth, E., & Ena, O. T. (2019). Intrinsic and extrinsic motivation of English education graduation students batch 2018 in accomplishing academic performance. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(2), 21-31. https://doi.org/10.24256/ideas.v7i2.997

Eriyanto, M. G., Roesminingsih, M. V., & Soeherman, I. K. (2021). The effect of learning motivation on learning independence and learning outcomes of students in the package c equivalence program. IJORER: International Journal of Recent Educational Research, 2(4), 455-467. https://doi.org/10.46245/ijorer.v2i4.122

Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16-37.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House.

Hendijani, R., Bischak, D. P., Arvai, J., & Dugar, S. (2016). Intrinsic motivation, external reward, and their effect on overall motivation and performance. Human Performance, 29(4), 251-274. https://doi.org/10.1080/08959285.2016.1157595

Hibatullah, O. F. (2019). The challenges of international EFL students to learn English in a non-English speaking country. Journal of Foreign Language Teaching & Learning, 4(2), 88-105. https://doi.org/10.18196/ftl.4240

Hoque, M. E. (2016). Three domains of learning: Cognitive, affective and psychomotor. The Journal of EFL Education and Research, 2(2), 45-52.

Indrayadi, T. (2021). Indonesian EFL learners’ reading motivation. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 335-346. http://dx.doi.org/10.21093/ijeltal.v5i2.745

Jhangiani, R., Tarry, H., & Stangor, C. (2022). Principles of social psychology – 1st International Edition. BCcampus.

Johnson, D. (2017). The role of teachers in motivating students to learn. BU Journal of Graduate Studies in Education, 9(1), 46-49.

Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharamacists, 6(4), 27-33.

Kim, Y. (2020). The value of interactive polling and intrinsic motivation when using English as a medium of instruction. Sustainability, 12(4), 1332. https://doi.org/10.3390/su12041332

Kong, Y. (2009). A brief discussion on motivation and ways to motivate students in English language learning. International Education Studies, 2(2), 145-149. https://doi.org/10.5539/ies.v2n2p145

Kreishan, L. J., & Al-Dhaimat, Y. A. (2013). Intrinsic and extrinsic motivation, orientation and achievements in L2 of Arab learners of English, French and German: A study from Jordan. International Education Studies, 12(6), 52-63. https://doi.org/10.5539/ies.v6n12p52

Lazarus, R. S. (1966). Psychological stress and the coping process. McGraw-Hill

Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168-182. https://doi.org/10.14742/ajet.5177

Lemos, M. S., & Veríssimo, L. (2014). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia-Social and Behavioral Sciences, 112, 930-938. https://doi.org/10.1016/j.sbspro.2014.01.1251

Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184.

Liu, C. (2020). Motivators for demotivators affecting EFL learners in Chinese secondary vocational school. English Language Teaching, 13(4), 41-51. https://doi.org/10.5539/elt.v13n4p41

Liu, I. F. (2020). The impact of extrinsic motivation, intrinsic motivation, and social self-efficacy on English competition participation intentions of pre-college learners: Differences between high school and vocational students in Taiwan. Learning and Motivation, 72, 101675. https://doi.org/10.1016/j.lmot.2020.101675

Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), 11-22.

Nailufar, Y. (2018). Analysis of motivations to study English and Arabic. English Education Journal, 9(2), 328-345.

Noels, K., Clément, R., & Pelletier, L. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 57(3), 424-442. https://doi.org/10.3138/cmlr.57.3.424

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. McGraw-Hill.

Oletić, A., & Ilić, N. (2014). Intrinsic and extrinsic motivation for learning English as a foreign language. Elta Journal, 2(2), 23-38.

Phan, H. T. T. (2010). Factors affecting the motivation of Vietnamese technical English majors in the English studies [Doctoral dissertation, University of Otago]. University of Otago Library. http://hdl.handle.net/10523/652

Pinem, Y. A. (2021). Extrinsic motivation influencing vocational students’ English achievement on Hunting Bule before and during pandemic. Journal of Physics: Conference Series (pp. 012-015). IOP Publishing. https://doi.org/10.1088/1742-6596/1823/1/012015

Piyarat, P., & Wareesiri, S. (2018). Metastrategies employed by science and Engineering EFL Learners in a speaking task. The Journal of Asia TEFL, 15(1), 66–81. https://doi.org/10.18823/asiatefl.2018.15.1.5.66

Rapita, S. (2021). Language awareness on English online learning for senior high school students [Bachelor’s thesis, UIN Antasari Banjarmasin]. Perpustakaan UIN Antasari Banjarmasin. http://idr.uin-antasari.ac.id/id/eprint/15285

Ryan, R. M., & Deci, E. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Ryan, R. M., & Deci, E. L. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1037/0003-066X.55.1.68

Saheb, V. (2015). Motivation in English as a Foreign Language Learning: A study of motivation toward English language learning in Stockholm’s upper secondary schools for adults (KOMVUX) [Undergraduate thesis, Halmstad University]. DiVA Portal.

Salehpour, G., & Roohani, A. (2020). Relationship between intrinsic/extrinsic motivation and L2 speaking skill among Iranian male and female EFL learners. Bellaterra Journal of Teaching & Learning Language & Literature, 13(1), 43-59. https://doi.org/10.5565/rev/jtl3.803

Sarani, A., & Ahmadi, M. (2013). A study of vocational and non-vocational high school learners’ language proficiency and motivation. Advances in Asian Social Science, 4(3), 892-898.

Shao, Y. & Kang, S. (2022). The link between parent–child relationship and learning engagement among adolescents: The chain mediating roles of learning motivation and academic self-efficacy. Frontiers in Education, 7, 854549. https://doi.org/10.3389/feduc.2022.854549

Soviana, A. (2018). Demotivation: The unseen side of vocational high school students’ motivation in learning English. Jurnal Pendidikan Humaniora, 6(1), 9-16.

Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of Undergraduate EFL students of private university in Palembang. International Journal of Education and Literacy Studies, 6(4), 35-39. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35

Vatankhah, M., & Tanbakooei, N. (2014). The role of social support on intrinsic and extrinsic motivation among Iranian EFL learners. Procedia - Social and Behavioral Sciences, 98(2014), 1912-1918. https://doi.org/10.1016/j.sbspro.2014.03.622

Yulia, Y. (2013). Teaching challenges in Indonesia: Motivating students and teachers’ classroom language. Indonesian Journal of Applied Linguistics, 3(1), 1-16. https://doi.org/10.17509/ijal.v3i1.186

Zayed, J., & Al-Ghamdi, H. (2019). The relationships among affective factors in learning EFL: A study of the Saudi setting. English Language Teaching, 12(9), 105-121. https://doi.org/10.5539/elt.v12n9p105




DOI: https://doi.org/10.24815/siele.v10i1.25741

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats