An Analysis of Less-able Students’ Motivation in their English Learning in the Primary Schools

다국어 초록 (Multilingual Abstract)

This small-scale study aims to analyze how less-able students in the primary schools perceive certain components of motivation with regard to their English language learning. Thus, it examines the less-able students’ current perception of their English language learning. In order to conduct this research, a close-ended questionnaire was adopted and quantitative data of 81 participants were obtained from ten primary schools; then factor analysis and multiple regression analysis were carried out. The results of the study reveal that generally there are two major components which have an effect on the participants’ motivation with respect to their English language learning: intrinsic motivation and parents. While having relatively low intrinsic motivation, the participants are generally encouraged to learn English in order to meet their parents’ expectations. A number of significant minor components were also found to be responsible for the participants’ motivation such as the participants’ self-efficacy and teachers. Tentative implications and recommendations for the development of the less-able students’ motivation regarding English language learning are discussed in the towards the end of the study.

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