Motivational Factors Influencing Thai Undergraduate Students’ Effort in Studying Translation
Article Sidebar
Main Article Content
Abstract
This mixed-method study aimed to investigate Thai undergraduate students’ motivation to study translation and examine the relationship between different motivational factors and their learning efforts. The participants were 114 English major students in a translation course at a Thai university. The study employed a motivation questionnaire to collect quantitative data on students’ learning efforts and motivational factors. The questionnaire was based on a combination of motivational frameworks, including the L2 Motivational Self System (L2MSS) with its focus on the ideal self, the ought-to self, and the learning experience, as well as intrinsic motivation (interest and enjoyment), instrumental motivation, and English language mastery. Additionally, qualitative data were collected through a qualitative survey from 26 students who volunteered to give deeper insights into their motivations for studying translation. The findings revealed that English language mastery was the most prevalent motivator among the students. However, regression analysis indicated that only enjoyment, interest, and instrumental motivation significantly predicted students’ learning efforts in studying, accounting for 67.6% of the variance. The findings of this study provide valuable insights for designing translation courses that align more closely with students’ motivations, particularly by emphasizing enjoyment, interest, and instrumental motivation to create an engaging learning experience.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Ameri, S., & Ghahari, S. (2018). Developing a motivational framework in translation training programs: A mixed methods study following self-determination and social capital theories. The Interpreter and Translator Trainer, 12(2), 227–243. https://doi.org/10.1080/1750399X.2018.1465678
Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641–654. https://doi.org/10.1080/13645579.2020.1805550
Chen, Y. (2023). The effect of using a game-based translation learning app on enhancing college EFL learners’ motivation and learning experience. Education and Information Technologies, 28(1), 255–282. https://doi.org/10.1007/s10639-022-11174-6
Duklim, B. (2022). Translation errors made by Thai university students: A study on types and causes. rEFLections, 29(2), 344–360.
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. Routledge.
Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self (Vol. 36). Multilingual Matters.
Gardner, R. C. (2019). The socio-educational model of second language acquisition. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 19–36). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_2
Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486–489. https://doi.org/10.5812/ijem.3505
Horváth, I., & Kálmán, C. (2021). Motivational disposition of translation and interpreting graduates. The Interpreter and Translator Trainer, 15(3), 287–305. https://doi.org/10.1080/1750399X.2020.1838180
Humanika, E. S., & Radjaban, Y. (2024). Shaping the future of translation careers: Student interest and the need for curriculum reform in the AI era. English Language Teaching Educational Journal, 7(3), 139–149. https://doi.org/10.12928/eltej.v7i3.12016
Husain, D., & Bahar, B. (2020). English major students’ self-concept perspective on viewing translator as a profession. New Language Dimensions, 1(2), 49–54. https://doi.org/10.26740/nld.v1n2.p49-54
Inphen, W. (2022). Adoptions of foreignizing translation strategies in students’ literary translation projects. NIDA Journal of Language and Communication, 27(41), 30–47.
Jabu, B., Abduh, A., & Rosmaladewi. (2021). Motivation and challenges of trainee translators participating in translation training. International Journal of Language Education, 5(1), 490–500. https://doi.org/10.26858/ijole.v5i1.19625
Jeharsae, F., & Boonsuk, Y. (2024). “I’ll find it... or I’ll look it up...?”: Decoding Thai EFL students’ translation errors in the Thai-English language pair in multi-linguacultural higher education. rEFLections, 31(2), 670–691. https://doi.org/10.61508/refl.v31i2.275131
Kaewkamjan, K. (2013). Implementing multimedia in collaborative learning and teaching of the course Business English Translation 2. Wichcha Journal Nakhon Si Thammarat Rajabhat University, 32(2), 1–15.
Kruk, M., & Kałużna, A. (2025). Investigating the role of AI tools in enhancing translation skills, emotional experiences, and motivation in L2 learning. European Journal of Education, 60(1), Article e12859. https://doi.org/10.1111/ejed.12859
Limsiriruengrai, P. (2022). Thai-English translation problems and errors of the 2nd-year Business English major of Buriram Rajabhat University. Journal of Humanities Naresuan University, 19(2), 95–108.
Liu, C., & Yu, C. (2019). Understanding students’ motivation in translation learning: A case study from the self-concept perspective. Asian-Pacific Journal of Second and Foreign Language Education, 4(1), 1–19. https://doi.org/10.1186/s40862-019-0066-6
O’Brien, R. M. (2007). A caution regarding rules of thumb for variance inflation factors. Quality & Quantity, 41, 673–690. https://doi.org/10.1007/s11135-006-9018-6
Olohan, M. (2014). Why do you translate? Motivation to volunteer and TED translation. Translation Studies, 7(1), 17–33. https://doi.org/10.1080/14781700.2013.781952
Pimentel, J. L. (2019). Some biases in Likert scaling usage and its correction. International Journal of Sciences: Basic and Applied Research, 45, 183–191.
Prapunta, S. (2021). An analysis of Thai university students’ perceptions of the application of theory and practice, the course content, and the usefulness of a translation course. Journal of Language, Religion and Culture, 10(1), 27–53.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Siriseranee, W., & Chompurach, N. (2021). Errors in translation from English into Thai of the third-year English major students, Nakhon Phanom University. Journal of Legal Entity Management and Local Innovation, 7(3), 287–297.
Sriboonruang, D. S. D., & Prasongsook, S. (2017). Problems and factors affecting English to Thai translation among third-year English teacher students. Chophayom Journal, 28(3), 244–251.
Suksaersup, N. (2009). The effectiveness of using English newspapers as scaffolding in teaching translation from Thai into English. Manutsat Paritat: Journal of Humanities, 27(2), 96–107.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66–97). Multilingual Matters.
Talhakul, W. (2015). A corpus-based approach to teaching translation: Can it be implemented in Thai undergraduate classrooms? NIDA Journal of Language and Communication, 20(24), 63–85.
Venuti, L. (Ed.). (2016). Teaching translation. Routledge.
Wongranu, P. (2017). Errors in translation made by English major students: A study on types and causes. Kasetsart Journal of Social Sciences, 38(2), 117–122.
Xu, S., Su, Y., & Liu, K. (2024). Integrating AI for enhanced feedback in translation revision: A mixed-methods investigation of student engagement. arXiv. https://doi.org/10.48550/arXiv.2410.08581
Zhang, W., Li, A. W., & Wu, C. (2025). University students’ perceptions of using generative AI in translation practices. Instructional Science, 53(4), 633–655. https://doi.org/10.1007/s11251-025-09705-y
Zhu, P. (2022). A survey on translation learning motivation of senior undergraduate students: A questionnaire study. In A. Holl, J. Chen, & G. Guan (Eds.), Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022) (pp. 155–170). Atlantis Press. https://doi.org/10.2991/978-2-494069-89-3_19
