Motivation, Attitude and English Learning Behaviours of the low-graded Students

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Wipanee PENGNATE

Abstract

          The purposes of this research were as follows: 1) to study motivation, attitude and English learning behaviours of the low-graded students 2) to compare motivation, attitude and English learning behaviours of the low-graded students according to genders and majors based on the students’ grade of ENL-101 from the first semester of 2011 academic year and 3) to compile opinions and suggestions in order to improve teaching-learning methods and techniques to match with the students’ needs.


          Research samples were 312 low-graded students at Thai-Nichi Institute of Technology in 2011 academic year, derived through stratified random sampling technique. The instruments used for gathering the data were the rating-scale and open-ended questionnaire. Statistics used for analysing the data were frequency, percentage, mean, standard deviation, t-test, F-test, and content analysis.


          Research findings were as follows:


  1. The low-graded students had a moderate level of motivation, attitude and English learning behaviours. However, when considered in each aspect, it was shown that motivation was at a high level while attitude and English learning behaviours were at a moderate level.

  2. Students with different genders had no statistically significant differences in motivation, attitude and English learning behaviours in total and in each aspect.

  3. Students with different majors had statistically significant differences in motivation, attitude and English learning behaviours at .05 level in overall. However, it was found out that there were statistically significant differences on attitude and English learning behaviours at .05 level when considered in each aspect.

  4. The students gave various suggestions as follows: 1) A pleasure classroom environment should be developed by setting interesting teaching materials as well as the new teaching methods through the application of student-centred approach. 2) English songs and movies should be applied in the classroom for motivating students’ attention. 3) Pair and group discussion based on their areas of interest should be done regularly in order to practice students’ critical thinking and 4) Additional classes for the students who couldn’t catch up with their friends in normal class should be arranged every week. In addition, the teachers should explain the significance of learning English language to the students in order to create their positive attitude and motivation for English learning. Thus, the students may change their learning behaviours in order to achieve their goals.

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