A Motivation Case Study of Students Learning English at a Sec ...

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  • Title: A Motivation Case Study of Students Learning English at a Secondary School in Granada, Spain
  • Author(s): Clara Rebecca Pearse Romera, Raul Ruiz Cecilia
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Interdisciplinary Social Sciences
  • Journal Title: The International Journal of Interdisciplinary Educational Studies
  • Keywords: Autonomy, Ethnography, Extrinsic Motivation, Instrumental Motivation
  • Volume: 14
  • Issue: 1
  • Year: 2019
  • ISSN: 2327-011X (Print)
  • ISSN: 2327-2570 (Online)
  • DOI: https://doi.org/10.18848/2327-011X/CGP/v14i01/31-45
  • Citation: Pearse Romera, Clara Rebecca, and Raul Ruiz Cecilia. 2019. "A Motivation Case Study of Students Learning English at a Secondary School in Granada, Spain." The International Journal of Interdisciplinary Educational Studies 14 (1): 31-45. doi:10.18848/2327-011X/CGP/v14i01/31-45.
  • Extent: 15 pages

Abstract

The purpose of this investigation was to gain insight into the motivation of students to learn English at secondary school. In order to achieve this objective, the following research questions framed the study: (1) How motivated are students to learn English in secondary school?, and (2) What motivates students to learn English in secondary school? The secondary school selected for this case study was located in Granada, Spain. Three class groups were observed (twelve to fifteen year olds). Additionally, students from these class groups completed a survey about motivation. Findings from the classroom ethnography revealed that students found it hard to stay motivated and engaged in class. Survey responses showed that many students do enjoy learning English or believe it is very important, but they also revealed that students struggled to stay focused as they find classes monotonous and unstimulating. Based on these findings, the case for increasing learner autonomy in the classroom is put forward as there is considerable evidence presented in literature showing its positive correlation with motivation.