Motivation and Attitudes towards English Language Learning in Thailand: A Large-Scale Survey of Secondary School Students
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Published:
Sep 24, 2020
Keywords:
Attitudes Motivation English language learning Thai EFL students
Main Article Content
Abstract
Motivation and attitudes are believed to be significant factors in successful language learning. This study aims to investigate Thai EFL secondary school students’ motivation and attitudes towards learning English. The participants of this study comprise 640 secondary school students from all over Thailand. Data was collected using a modified 34-item motivational survey adapted from Gardner’s (2004) international version of Attitude/Motivation Test Battery (AMTB) and was analysed
using descriptive statistics and content analysis. The findings revealed that Thai EFL students are highly motivated, and they are keen to learn and improve their English. However, most of them said that English language learning in classrooms does not meet their needs, and prevents them from improving English skills that are useful for their real-life situations. Based on the findings, some pedagogical implications are also demonstrated. It is hoped that the findings from this study will benefit English teachers in Thailand as well as helping those in similar EFL contexts to gain insights about how they can support students’ motivation and attitudes in learning English.
Article Details
How to Cite
Imsa-ard, P. (2020). Motivation and Attitudes towards English Language Learning in Thailand: A Large-Scale Survey of Secondary School Students. REFLections, 27(2), 140–161. https://doi.org/10.61508/refl.v27i2.247153
Section
Research articles
References
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Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106–120.
Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. Journal of Language Studies, 10(2), 37-56.
Cheng, E. W. L., & Ho, D. C. K. (2001). The influence of job and career attitudes on learning motivation and transfer. Career Development International, 6(1), 20-27.
Choomthong, D., & Chaichompoo, C. (2015). English language learning motivation of Thai undergraduate students in the globalized era. Suranaree Journal of Social Science, 9(2), 23-45.
Chumcharoensuk, N. (2013). A comparative study of English learning motivation types be tween Thai and Cambodian first-year undergraduate English majors (Doctoral dissertation). Language Institute, Thammasat
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De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7-21.
Dhanasobhon, S. (2006). English language teaching dilemma in Thailand. Kasetsart Educational Review, 22(1), 53-59.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.
EF English Proficiency Index. (2019). The world’s largest ranking of countries and regions by English skills. Retrieved from https://www.ef.edu/epi.
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Foley, J. A. (2005). English in… Thailand. RELC Journal, 36(2), 223-234.
Ganschow, L., Sparks, R. L., Anderson, R., Javorshy, J., Skinner, S., & Patton, J. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The Modern Language Journal, 78(1), 41-55.
Gao, Y. (2008). Implementing communicative activities in English reading class. English Language Teaching, 1(1), 14-18.
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Gardner, R. C. (2000). Correlation, causation, motivation and second language acquisition. Canadian Psychology, 14, 1-24.
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Gardner, R. C., & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
Hayes, D. (2016). The value of learning English in Thailand and its impact on Thai: Perspectives from university students. Asia Pacific Journal of Education, 36(1), 73-91.
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Hsu, L. (2010). The impact of perceived teachers’ nonverbal immediacy on students’ motivation for learning English. Asian EFL Journal, 12(4), 188-204.
Imsa-ard, P. (2020). Voices from Thai EFL teachers: Perceptions and beliefs towards the English test in the national examination in Thailand. LEARN Journal, 13(2), 269-287.
Kara, A. (2009). The effect of a ‘Learning Theories’ unit on students’ attitudes towards learning. Australian Journal of Teacher Education, 34(3), 100-113.
Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences Say, 7, 73-87.
Kim, T. Y. (2006). Motivation and attitudes towards foreign language learning as socio-politically mediated constructs: The case of Korean high school students. The Journal of Asia TEFL, 3(2), 165-192.
Kirkpatrick, R. (2012). English education in Thailand: 2012. Asian EFL Journal, 61, 24-40.
Kormos, J., Kiddle, T., & Csizér, K. (2011). Systems of goals, attitudes, and self-related beliefs in second-language learning motivation. Applied Linguistics, 32(5), 495-516.
Kyriacou, C., & Zhu, D. (2008). Shanghai pupils’ motivation towards learning English and the perceived influence of important others. Educational Studies, 34(2), 97-104.
Lai, Y., & Aksornjarung, P. (2018). Thai EFL learners’ attitudes and motivation towards learning English through content-based instruction. MOJES: Malaysian Online Journal of Educational Sciences, 6(1), 43-65.
Lamb, M. (2012). A self-system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 62(4), 997-1023.
Liu, M. (2007). Chinese students’ motivation to learn English at the tertiary level. Asian EFL Journal, 9(1), 126-146.
Long, C., Ming, Z., & Chen, L. (2013). The study of student motivation on English learning in junior middle school – A case study of No.5 middle school in Gejiu. English Language Teaching, 6(9), 136-145.
Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Retrieved from http://academic.obec.go.th/images/document/1525235513_d_1.pdf
National Statistical Office. (2019). Number of students in the formal school system in public and private institutions by level of education and grade: Academic year. Retrieved from http://statbbi.nso.go.th/
Narayanan, R. (2006). Motivation Variables and Second Language Learning. Kanchipuram, India: Vinayaka Mission Research Foundation University.
Newberry, M. (2010). Identified phases in the building and maintaining of positive teacher–student relationships. Teaching and Teacher Education, 26(8), 1695-1703.
Nipakornkitti, N., & Adunyarittigun, D. (2018). An investigation of content validity in O-NET (English subject) for the upper secondary level (Matthayom 6). Journal of Liberal Arts Thammasat University, 18(1), 56–75.
Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000.
Rahimi, M., & Asadollahi, F. (2012). On the relationship between Iranian EFL teachers’ classroom management orientations and teaching style. Procedia-Social and Behavioral Sciences, 31, 49-55.
Ruangprapun, C. (2000). Basic statistics and analysis through Minitab, SPSS, and SAS. Khon Kaen: Khon Kaen University.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definition and new directions. Contemporary Educational Psychology, 25, 54-67.
Sharifian, F. (2017). English as an international language. In Y. Y. Kim (Ed.), The International Encyclopedia of Intercultural Communication. Hoboken, NJ: John Wiley & Sons. doi: 10.1002/9781118783665.ieicc0027
Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM), 5(2), 18-27.
Trang, T. T. T., & Baldauf, R. B. (2007). Demotivation: Understanding resistance to English language learning: The case of Vietnamese students. The Journal of Asia TEFL, 4(1), 79-105.
Vibulphol, J. (2016). Students’ motivation and learning and teachers’ motivational strategies in English classrooms in Thailand. English Language Teaching, 9(4), 64-75.
Visser, M. (2008). Learning under conditions of hierarchy and discipline: The case of the German Army (1939-1940). Learning Inquiry, 2, 127-137. DOI:10.1007/s11519-008-0031-7
Wimolmas, R. (2013). A survey study of motivation in English language learning of first year undergraduate students at Sirindhorn International Institute of Technology (SIIT), Thammasat University. FLLT Conference Proceedings by LITU, 2(1), 904-915.
Wiriyachitra, A. (2002). English language teaching and learning in Thailand in this decade. Thai TESOL Focus, 15(1), 4-9.
Wongsa, D. (2018). The relationship between attitudes toward the test of English for international communication (TOEIC) and scores of Thai test takers (Master’s dissertation). Chulalongkorn University, Thailand.
Wu, X. (2003). Intrinsic motivation and young language learners: the impact of the classroom environment. System, 31, 501-517.
Akkakoson, S. (2016). Speaking anxiety in English conversation classrooms among Thai students. Malaysian Journal of Learning and Instruction, 13, 63-82.
Al-Tamimi, A., & Shuib, M. (2009). Motivation and attitudes towards learning English: A study of Petroleum Engineering undergraduates at Hadhramout University of Sciences and Technology. GEMA Online Journal of Language Studies, 9(2), 29-55.
Baker, C. (1992). Attitudes and language. Clevedon, UK: Multilingual Matters.
Baker, W., & Jarunthawatchai, W. (2017). English language policy in Thailand. European Journal of Language Policy, 9(1), 27-44.
Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106–120.
Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. Journal of Language Studies, 10(2), 37-56.
Cheng, E. W. L., & Ho, D. C. K. (2001). The influence of job and career attitudes on learning motivation and transfer. Career Development International, 6(1), 20-27.
Choomthong, D., & Chaichompoo, C. (2015). English language learning motivation of Thai undergraduate students in the globalized era. Suranaree Journal of Social Science, 9(2), 23-45.
Chumcharoensuk, N. (2013). A comparative study of English learning motivation types be tween Thai and Cambodian first-year undergraduate English majors (Doctoral dissertation). Language Institute, Thammasat
University, Thailand.
De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7-21.
Dhanasobhon, S. (2006). English language teaching dilemma in Thailand. Kasetsart Educational Review, 22(1), 53-59.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.
EF English Proficiency Index. (2019). The world’s largest ranking of countries and regions by English skills. Retrieved from https://www.ef.edu/epi.
Ellliot, A. J., & Covington, M. (2001). Approach and avoidance motivation. Educational Psychology Review, 13(2).
Fakeye, D. O. (2010). Students’ personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Sciences, 22(3), 205-211.
Foley, J. A. (2005). English in… Thailand. RELC Journal, 36(2), 223-234.
Ganschow, L., Sparks, R. L., Anderson, R., Javorshy, J., Skinner, S., & Patton, J. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The Modern Language Journal, 78(1), 41-55.
Gao, Y. (2008). Implementing communicative activities in English reading class. English Language Teaching, 1(1), 14-18.
Gardner, R. C. (1980a). On the validity of affective variables in second language acquisition: conceptual, contextual, and statistical considerations 1. Language Learning, 30(2), 255-270.
Gardner, R. C. (1980b). Learning another language: A true social psychological experiment. Journal of Language and Social Psychology, 2, 219-240.
Gardner, R. C. (2000). Correlation, causation, motivation and second language acquisition. Canadian Psychology, 14, 1-24.
Gardner, R. C. (2004). Attitude/Motivation Test Battery: International AMTB research project. Retrieved from http://publish.uwo.ca/gardner/docs/englishamtb.pdf
Gardner, R. C. (2007). Motivation and second language acquisition. Honolulu, HI: University of Hawai’i Press.
Gardner, R. C., & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
Hayes, D. (2016). The value of learning English in Thailand and its impact on Thai: Perspectives from university students. Asia Pacific Journal of Education, 36(1), 73-91.
Hengsadeekul, C., Hengsadeekul, T., Koul, R., & Kaewkuekool, S. (2010). English as a medium of instruction in Thailand universities: A review of literature. Paper presented at the 9th WSEAS International Conference on Education and Educational Technology, EDU’10.
Hsu, L. (2010). The impact of perceived teachers’ nonverbal immediacy on students’ motivation for learning English. Asian EFL Journal, 12(4), 188-204.
Imsa-ard, P. (2020). Voices from Thai EFL teachers: Perceptions and beliefs towards the English test in the national examination in Thailand. LEARN Journal, 13(2), 269-287.
Kara, A. (2009). The effect of a ‘Learning Theories’ unit on students’ attitudes towards learning. Australian Journal of Teacher Education, 34(3), 100-113.
Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences Say, 7, 73-87.
Kim, T. Y. (2006). Motivation and attitudes towards foreign language learning as socio-politically mediated constructs: The case of Korean high school students. The Journal of Asia TEFL, 3(2), 165-192.
Kirkpatrick, R. (2012). English education in Thailand: 2012. Asian EFL Journal, 61, 24-40.
Kormos, J., Kiddle, T., & Csizér, K. (2011). Systems of goals, attitudes, and self-related beliefs in second-language learning motivation. Applied Linguistics, 32(5), 495-516.
Kyriacou, C., & Zhu, D. (2008). Shanghai pupils’ motivation towards learning English and the perceived influence of important others. Educational Studies, 34(2), 97-104.
Lai, Y., & Aksornjarung, P. (2018). Thai EFL learners’ attitudes and motivation towards learning English through content-based instruction. MOJES: Malaysian Online Journal of Educational Sciences, 6(1), 43-65.
Lamb, M. (2012). A self-system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 62(4), 997-1023.
Liu, M. (2007). Chinese students’ motivation to learn English at the tertiary level. Asian EFL Journal, 9(1), 126-146.
Long, C., Ming, Z., & Chen, L. (2013). The study of student motivation on English learning in junior middle school – A case study of No.5 middle school in Gejiu. English Language Teaching, 6(9), 136-145.
Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Retrieved from http://academic.obec.go.th/images/document/1525235513_d_1.pdf
National Statistical Office. (2019). Number of students in the formal school system in public and private institutions by level of education and grade: Academic year. Retrieved from http://statbbi.nso.go.th/
Narayanan, R. (2006). Motivation Variables and Second Language Learning. Kanchipuram, India: Vinayaka Mission Research Foundation University.
Newberry, M. (2010). Identified phases in the building and maintaining of positive teacher–student relationships. Teaching and Teacher Education, 26(8), 1695-1703.
Nipakornkitti, N., & Adunyarittigun, D. (2018). An investigation of content validity in O-NET (English subject) for the upper secondary level (Matthayom 6). Journal of Liberal Arts Thammasat University, 18(1), 56–75.
Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000.
Rahimi, M., & Asadollahi, F. (2012). On the relationship between Iranian EFL teachers’ classroom management orientations and teaching style. Procedia-Social and Behavioral Sciences, 31, 49-55.
Ruangprapun, C. (2000). Basic statistics and analysis through Minitab, SPSS, and SAS. Khon Kaen: Khon Kaen University.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definition and new directions. Contemporary Educational Psychology, 25, 54-67.
Sharifian, F. (2017). English as an international language. In Y. Y. Kim (Ed.), The International Encyclopedia of Intercultural Communication. Hoboken, NJ: John Wiley & Sons. doi: 10.1002/9781118783665.ieicc0027
Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM), 5(2), 18-27.
Trang, T. T. T., & Baldauf, R. B. (2007). Demotivation: Understanding resistance to English language learning: The case of Vietnamese students. The Journal of Asia TEFL, 4(1), 79-105.
Vibulphol, J. (2016). Students’ motivation and learning and teachers’ motivational strategies in English classrooms in Thailand. English Language Teaching, 9(4), 64-75.
Visser, M. (2008). Learning under conditions of hierarchy and discipline: The case of the German Army (1939-1940). Learning Inquiry, 2, 127-137. DOI:10.1007/s11519-008-0031-7
Wimolmas, R. (2013). A survey study of motivation in English language learning of first year undergraduate students at Sirindhorn International Institute of Technology (SIIT), Thammasat University. FLLT Conference Proceedings by LITU, 2(1), 904-915.
Wiriyachitra, A. (2002). English language teaching and learning in Thailand in this decade. Thai TESOL Focus, 15(1), 4-9.
Wongsa, D. (2018). The relationship between attitudes toward the test of English for international communication (TOEIC) and scores of Thai test takers (Master’s dissertation). Chulalongkorn University, Thailand.
Wu, X. (2003). Intrinsic motivation and young language learners: the impact of the classroom environment. System, 31, 501-517.