ISSN: 2222-6990
Open access
Motivation is an essential factor for achieving success in learning English as a second language. Several studies have reported that learners' experiences during communication skills classes can significantly impact their motivation to enhance their English language proficiency. Learners’ motivation ignites their enthusiasm and determination to learn, leading them to strive for a more comprehensive understanding of the English language. However, attaining their desired learning goals becomes increasingly difficult if learners lack the drive and eagerness to improve their language proficiency. Hence, this study investigates the motivation and demotivation factors related to learning English communication skills. A quantitative approach is done to explore motivation factors for learning communication skills among pre-university students. The instrument used is a survey, rooted from Pintrich and De Groot (1990) for motivation and Campos et al (2011) for causes of burnout. A purposive sample of 271 UiTM Centre of Foundation Studies students responded to the survey. The findings of this study suggest that the role of emotional intelligence is important in managing stress and burnout, as channelling positive emotions and feelings while learning could reduce emotional exhaustion and increase one’s motivation. Thus, exploring the relationship between motivation and demotivation factors in learning has significant implications for educational institutions and instructors to implement a supportive learning environment that promotes positive emotions, engagement, and effective communication.
Abidin, N. S. Z., Zamani, N. F. M., Kenali, S. F. M., Kamarulzaman, M. H., Soopar, A. A., & Rahmat, N. H. (2023). Exploring the relationship between teaching, cognitive presence and social presence in online learning. International Journal of Academic Research in Business and Social Sciences, 13(5), 1456 – 1474. http://dx.doi.org/10.6007/IJARBSS/v13-i5/16817
Campos, J. A. D. B., Zucoloto, M. L., Bonafe, F. S. S., Jordani, P. C., & Maroco, J. (2011) Reliability and validity of self-reported burnout in college students: a cross randomized comparison of paper-and-pencil vs. online administration. Computers in Human Behavior, 27, 1875-1883. https://doi.org/10.1016/j.chb.2011.04.011
Cilliers, J. R., Mostert, K., & Nel, J. A. (2017). Study demands, study resources and the role of personality characteristics in predicting the engagement of first-year university students. South African Journal of Higher Education, 32(1). https://doi.org/10.20853/32-1-1575
Dornyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135. https://doi.org/10.1017/S026144480001315X
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Elas, N. I. B., Majid, F. B. A., & Narasuman, S. A. (2019). A study on critical factors affecting English language anxiety in selected schools. International Journal of Academic Research in Business and Social Sciences, 9(13), 251–261. http://dx.doi.org/10.6007/IJARBSS/v9-i13/6259
Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27(1), 91-113. https://doi.org/10.2307/3586953
Ellis, R. (2010). Second language acquisition, teacher education and language pedagogy. Language Teaching, 43(2), 182-201. https://doi.org/10.1017/S0261444809990139
Fiorilli, C., De Stasio, S., Chiacchio, C. D., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12. https://doi.org/10.1016/j.ijer.2017.04.001
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Newbury House Publishers.
Ghanbarpour, M. (2016). Willingness to communicate, linguistic self-confidence, and language-use anxiety: The Iranian EFL context. Theory and Practice in Language Studies, 6(12), 2265-2271. http://dx.doi.org/10.17507/tpls.0612.05
Hariri, H., Karwan, D. H., Haenilah, E. Y., Rini, R., & Suparman, U. (2021). Motivation and learning strategies: Student motivation affects student learning strategies. European Journal of Educational Research, 10(1), 39-49. https://doi.org/10.12973/eu-jer.10.1.39
Hsieh, T. L. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. High Education, 68, 417-433. https://doi.org/10.1007/s10734-014-9720-6
Hong, Y. C., & Ganapathy, M. (2017). To investigate ESL students’ instrumental and integrative motivationtowards English language learning in a Chinese school in Penang: Case study. English Language Teaching Journal, 10(9), 17-35. http://doi.org/10.5539/elt.v10n9p17
Jackson, S. L. (2015) Research methods and statistics: A critical thinking approach (5tH Edition). Cengage Learning.
Jagodics, B., Szabo, E. (2022). Student burnout in higher education: A demand-resource model approach. Trends in Psychology, https://doi.org/10.1007/s43076-021-00137-4
Jagodics, B., Korodi, K., & Szabo, E. (2021). A Diak Kieges Kerdoiv szerkezetenek vizsgalata magyar mintan. Magyar Pszichologiai Szemle, 76(1), 1–22. https://doi.org/10.1556/0016.2021.00020
Kashinathan, S., & Aziz, A. A. (2021). ESL learners’ challenges in speaking English in Malaysian classroom. International Journal of Academic Research in Progressive Education and Development, 10(2), 983–99. http://dx.doi.org/10.6007/IJARPED/v10-i2/10355
Liuoliene, A., & Metiuniene, R. (2006). Second language learning motivation. Santalka, 14, 93-98.
McEown, K., McEown, M. S., & Oga-Baldwin, W. L. Q. (2023). The role of trait emotional intelligence in predicting academic stress, burnout, and engagement in Japanese second language learners. Curr Psychol. https://doi.org/10.1007/s12144-023-04296-8
Zolkapli, M. R. B., & Salehuddin, K. (2019). Lexical access patterns of second language speakers of English. GEMA Online Journal of Language Studies, 19(4), http://doi.org/10.17576/gema-2019-1904-03
Nurhidayah, R. (2020). The role of motivation in second language acquisition. Jurnal Ilmiah Spectral, 6(2).
Purmama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ motivation in learning English. Professional Journal of English Education, 2(4), 539-544.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Rahmat, N. H., Sukimin, I. S., Sim, M. S., Anuar, M., & Mohandas, E. S. (2021). Online learning motivation and satisfaction: A case study of undergraduates vs postgraduates. International Journal of Asian Social Science, 11(2), 88-97. http://dx.doi.org/10.18488/journal.1.2021.112.88.97
Rehman, A., Bilal, H. A., Sheikh, A., Bibi, N., & Nawaz, A. (2014). The role of motivation in learning English language for Pakistani learners. International Journal of Humanities and Social Science, 4(1), 254-258.
Rosales-Ricardo, Y., Rizzo-Chunga, F., Mocha-Bonilla, J., & Ferreira, J. P. (2021). Prevalence of burnout syndrome in university students: A systematic review. Salud Mental, 44(2), 91-102.
Rump, M., Esdar, W., & Wild, E. (2017). Individual differences in the effects of academic motivation on higher education students’ intention to drop out. European Journal of Higher Education, 7(4), 341–355. https://doi.org/10.1080/21568235.2017.1357481
Shih, S. S. (2015). An investigation into academic burnout among Taiwanese adolescents from the self-determination theory perspective. Social Psychology of Education, 18(1), 201–219. https://doi.org/10.1007/s11218-013-9214-x
Staiculescu, C., & Richiteanu-Nastase, E. R. (2018). University dropout: Causes and solution. Mental Health Global Challenges XXI Century.
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement – Replicating and extending previous findings. Front. Psychology., 10, https://doi.org/10.3389/fpsyg.2019.01730
Soureshjani, K. H., & Riahipour, P. (2012). Demotivating factors on English speaking skill: A study of EFL language learners and teacher’s attitudes. World Applied Sciences Journal, 17(3), 327-339.
Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at Le Thanh Hien highschool. Asian Journal of Educational Research, 3(2) 8-23.
Weber, H. S., Lu, L., Shi, J., & Spinath, F. M. (2013). The roles of cognitive and motivational predictors in explaining school achievement in elementary school. Learn. Individ. Differ., 25, 85-92. https://doi.org/10.1016/j.lindif.2013.03.008
Yu, X., Wang, Y., & Liu, F. (2022). Language learning motivation and burnout among English as a foreign language undergraduates: The moderating role of maladaptive emotion regulation strategies. Front Psychol., 4(13).
Zareian, G., & Jodaei, H. (2015). Motivation in second language acquisition: A state of the art article. Online Submission, 5(2), 295-308.
In-Text Citation: (Zolkapli et al., 2023)
To Cite this Article: Zolkapli, R. B. M., Kenali, S. F. M., Hadi, N. F. A., Basiron, M. K., Iqbal, M., Latif, M. N. L. A., & Rahmat, N. H. (2023). Exploring Motivation and Demotivation Factors for Learning Communication Skills. International Journal of Academic Research in Business & Social Sciences, 13(7), 1501 – 1520.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode