LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 22:6 June 2022
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Students’ Motivation towards English Language Learning in Thai EFL Classrooms based on the Motivational Self-System Theory: A Case Study of Ave Maria School in Thailand

Phimonporn Sawangwong and Linchong Chorrojprasert

Abstract

One of the most interesting areas in second and English-language teaching and learning has been the study of motivation. In this study, the L2 Motivational Self-System theory (Dörnyei, 2005) was adopted in the conceptual framework with the emphasis on learning experiences through the 5Ts of motivation in the classroom (Renandya, 2014). The purpose of this study were to: 1) investigate the levels of motivation towards English language learning among secondary students, and 2) identify the factors that affect the English language learning motivation of secondary school students. The participants consisted of 462 secondary students at Ave Maria School in Ubon Ratchathani Province, Thailand. An explanatory mixed-method design with quantitative and qualitative data was used in this study. The research results showed that the level of students’ motivation towards English language learning among secondary students was high based on the three main components: Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience. Furthermore, the qualitative data brought to light the types of support that secondary students required, which were classified into five themes: Ideal L2 Self; Ought-to L2 Self; 5Ts of motivation in the classroom; Peers; and social media.

Keywords: Thailand EFL, L2 Motivational Self-System (L2MSS); Ideal L2 Self; Ought-to L2 Self; L2 Learning experience; 5TS of Motivation

1. Introduction

In the 21st century, the world and society are growing rapidly. People can cross borders by communicating in every corner of the world due to the use of technology to connect all regions of the world together. For this reason, English has become an essential language to help people keep up with the various trends of this era. In Thailand, learners are supported to learn English in order to prepare themselves for growth within the ASEAN community and Thailand 4.0 policy, which focuses on developing humans for quality knowledge through education, technology, and innovation. That is, people are able to communicate in English in their daily lives and professionally. In the 21st century, the world and society are growing rapidly. People can cross borders by communicating in every corner of the world due to the use of technology to connect all regions of the world together. For this reason, English has become an essential language to help people keep up with the various trends of this era. In Thailand, learners are supported to learn English in order to prepare themselves for growth within the ASEAN community and Thailand 4.0 policy, which focuses on developing humans for quality knowledge through education, technology, and innovation. That is, people are able to communicate in English in their daily lives and professionally.

Thailand is in the expanding circle in accordance with the circle model of World Englishes by Kachru (1992). English is used and taught as a foreign language in the classrooms.

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

Phimonporn Sawangwong
aomnoi5753@gmail.com

Linchong Chorrojprasert
linchongchr@au.edu

Graduate School of Human Sciences, Assumption University, Thailand
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