How Does Learning Motivation Impact Students' Learning?
Learning a second language such as English is a process that requires practicing output and also input language, however, there must be challenges for the student during the learning process, especially when they are not yet able to express ideas or not being able to communicate with others through the second language. Students may be demotivated in their learning when they find failures using the second language, another possible reason to cause low-motivation is that they are not tentatively willing to join the course, as they may be required to join the course by their workplace.
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This post was written by our TEFL certification graduate Lok I. Please note that this blog post might not necessarily represent the beliefs or opinions of ITTT.
Low-motivation in learning can greatly impact the learning outcomes and the efficiency of the class, as it will lead to an unwillingness of participation and engagement in learning activities. As an EFL teacher, it is our responsibility to enhance studentâs motivation in learning English. It is important and also essential because learning outcomes can only be achieved when the student has the desire to learn. How can we enhance studentsâ learning motivation in learning English? For raising the studentsâ desire in learning, we need to build up the studentsâ self-confidence by understanding their needs, interest, skill level in English, and the particular purpose why they want to learn English.
Teachers can acknowledge a studentâs level in English through informal or formal communication at the beginning or before the class starts. An analysis questionnaire will also help the teacher to analyze studentsâ English abilities in writing and reading areas, as well as acknowledge their needs of the strengths and weaknesses regarding English learning. It is important to be aware of the studentsâ level of English, as they may get discouraged and frustrated when the learning goal is too difficult and too hard to achieve. Teachers can pre-teach and practice possible difficult vocabulary and target-language at the beginning of the lesson, as the acquisition of a certain amount of vocabulary can increase studentsâ participant willingness. A long-term learning objective can be achieved when a student can achieve the short-term learning objective, and therefore, a suitable level of scaffolding task can improve their learning motivation and self-satisfaction to participate in learning activities in class and toward the success of short term-learning objective.
The Millennium MICELT (2000) claims that studentsâ interests can be sustained when students can experience success in learning through communicative and interactive activities, as well as group-based tasks. Students will lose the motivation and learning desire when the lesson is not well planned with a great balance of teaching mythology for the students to expose the use in English. The effective teaching method called âESAâ-Engage, Study, and Activate was put forward by Jeremy H (good relationships among learners and between teacher and students, 2008). ESA teaching methodology ensures the lesson allows the student to expose English in both practical and academic aspects, as well as allowing the flexibility of the lesson structure and to sustain studentsâ interest in the whole lesson. Whereas, various use in different teaching aids and resources can also sustain studentsâ interest and allow participation opportunities in learning activities.
Learning language is a life-long skill and the learning doesnât end in the lesson, and therefore we as teachers need to develop studentsâ positive attitude in learning English. We wish to develop studentsâ initiative learning abilities and to motivate them to use English to communicate in their daily life.
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