LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 16:4 April 2016
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Parents, Teachers and Peers Effects on College Students’
Motivational Intensity to Learn English

Lasekan Olusiji, PGD, M.A., Ph.D. Candidate

Abstract

The significant roles of human motivational factors such as parents, peers and teachers in influencing students to learn English have generated so much attention among scholars over the years. However, very few empirical research have been carried out to determine the effect of each motivational component on students’ motivational intensity which is a parameter to measure the level of effort students’ exert on English language learning. The aim of this paper is to investigate the level of motivation and support students’ receive from each human factor and how each of the factors affects students’ motivational intensity. The data obtained through survey questionnaire administered to 46 students comprises of both second year pre-university and first year degree students showed that teachers’ factor is perceived to be the most influential component while the most highly correlative human factor with students’ motivational intensity is parents. This suggests that students’ effort towards learning of English is as a result of parental encouragement even though teacher is perceived to play the most significant role in motivating students to learn English.

Keywords: Parents, Peers, Teachers, Motivation, English, India

Introduction

In second language learning research, motivation has been identified as one of the most important predictor of students’ success in learning any target language (Gorges, Kandler, & Bohner, 2012; Yu & Shen, 2012). This has led to plethora studies investigating different socio-cultural factors influencing the generation, sustenance and promotion of learner’s motivation(Heinzmann, 2013; Williams & Burden, 2004). However, few empirical studies have been conducted to ascertain the role of human factors such as parents, teachers and peers in students’ motivation to learn second or foreign language. This is necessary especially in India where several studies on this discourse have attributed students’ low proficiency and performance in English to lack of motivation(Pardeep Kumar, 2014; Rao,2014). Therefore, this study is mainly concerned with the investigation of the extent parents, teachers and peers motivation and encouragement influence students’ to learn English and how such motivation affects their motivational intensity.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Lasekan Olusiji, PGD, M.A., Ph.D. Candidate
Department of Linguistics
Central University of Karnataka
Kadaganchi
Aland Road
Kalaburagi 585367
Karnataka
India
sijilasekan@gmail.com
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