The aim of this essay is to find out what motivation in a school environment actually means and how practicing teachers work with trying to motivate their students to learn English. Interviews were performed with three English teachers from different levels and municipalities in Sweden using qualitative and semi-structured questions. It was found that the teachers have both different and similar views on how to work with motivating their students. It is suggested that there are different kinds of motivation and that motivation is a vital part of the work a teacher does. Furthermore, there are numerous methods to apply to a class, and teachers have to try and develop a feeling for which ones to use. Keywords: Learning English, motivation, methods.

Thesis (M.S.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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The purpose of this study was to explore junior high school students¡¦ attitudes toward learning English and achievement in learning English, and analyzed the significant differences between student came from different backgrounds, students¡¦ attitudes toward learning English and achievement in learning English. Stratified sampling was conducted to recruit 470 junior high school students who are 2nd graders in Kaohsiung city. All participants completed the questionnaire of ¡§attitudes toward learning English scale¡¨ which was developed by the investigator. Descriptive statistics, independent t-tests, one-way ANOVA, spearmann¡¦s rank correlation test and chi-square test assessed the similarities and differences among groups. The initial findings were as follows: 1.The attitudes toward learning English of junior high school students are good. 2.Huge gaps are found in low and high achievers¡¦ achievement in learning English. 3.Female students¡¦ attitudes toward learning English are significantly higher than male students¡¦. 4.Students with longer time spending in learning English showed significantly higher scores in attitudes toward learning English scale than those who spent fewer time in learning English. 5.Students came from families with higher educated parents presented significantly higher scores in attitudes toward learning English scale than those who came from families with lower educated parents. 6.Students who received more support from family members presented significantly higher scores in attitudes toward learning English scale than those who were lack of support from family members. 7.Number of years of learning English showed significant effects on the attitudes toward learning English scale. The more time students spent in learning English, the better achievement they accomplish. 8.Students who attained private English tutoring presented significantly higher scores in attitudes toward learning English scale than those who only learned English from formal school education. 9.There were significantly positive correlations among students¡¦ attitudes toward learning English and achievement in learning English. Results hopefully contribute to further researches in student¡¦s attitudes toward learning English and achievement in learning English. Suggestions are provided to parents as well as school teachers.

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Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 78-82).

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Hephzibah Roskelly; submitted to the Dept. of English. Includes bibliographical references (p. 114-120).

Thesis (Ph. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--regon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 83-94). Also available on the World Wide Web.