The purpose of this study is to examine how the subject modern languages in 2022 is conceived by students and teachers in Swedish secondary school at present. This study makes use of a variety of motivational strategies and theories that together form the framework for the analysis of the participants’ answers. This study aims to provide recent research in the field of students’ motivation and how it is influenced by their surroundings and by intrinsic and extrinsic motivational factors. This investigation concludes that the status of the subject “modern languages” in 2022 does not differ much compared to what the Dannvik Duregård found in her article (2010). Modern language teachers perceive their subject as having low priority, and they wish for the subject to be non-replaceable to other languages in school such as Swedish and English. Students report that they would not work with the subject in other ways if the subject was not mandatory. Furthermore, the investigation shows that student motivation contingent upon the fact that the subject is replaceable and that they perceive the subject to be more difficult than other school subjects. Finally, the investigation also reports that students use the opportunity to drop out of language studies for other reasons than the need for more teaching in Swedish and English, which was the main purpose from the beginning.

Tyrimo tikslas nustatyti paauglių, gyvenančių globos įstaigoje, savigarbos, elgesio problemų bei mokymosi motyvacijos sąsajas. Savigarba yra svarbus veiksnys, sąlygojantis paauglio elgesį bei jo vertybes. Tai labai vertingas bruožas, nuo jo priklauso žmogaus motyvacija ir pasiekimai, socialiniai ryšiai, sveikata ir gebėjimas prisitaikyti, ateities tikslų numatymas. Tyrime dalyvavo 178 respondentai, gyvenantys globos įstaigose: (64 vaikinai ir 114 merginų), kurių amžius buvo nuo 12 iki 18 metų. Tyrime buvo taikomi Rosenberg savigarbos klausimynas, paauglio psichologinio funkcionavimo klausimynas PEA-P1 (VDU, Psichologijos klinika. 2003 © A. Goštautas, R. Pakrosnis, V. Čepukienė) ir mokymosi motyvacijos lygio nustatymo klausimynas (Jolanta Aksamatauskienė 2007 ). Gauti duomenys išanalizuoti, naudojant kompiuterinę programą SPSS 15. Atliktas paauglių, gyvenančių globos įstaigoje, tyrimas patvirtino elgesio sunkumų ir savigarbos ryšį su mokymosi motyvacija. Tyrimo duomenų analizė parodė, kad vyresniems paaugliams su žemesne savigarba yra stipriau išreikšti elgesio sunkumai, lyginant su jaunesniais paaugliais, priklausančiais žemesnės savigarbos grupei. Atlikti skaičiavimai atskleidė, kad paauglių ir vaikinų, ir merginų priklausančių žemesnei savigarbos grupei, pastebima žemesnė mokymosi motyvacija. Gauti rezultatai patvirtino, kad aukštesnė mokymosi motyvacija būdinga vyresniems paaugliams su aukštesne savigarba negu vyresniems paaugliams, priklausantiems žemesnės savigarbos... [toliau žr. visą tekstą] / The aim of the study was to determine the associations between self-esteem, behavior problems, and learning motivation among adolescents living in foster homes. Self-esteem is an important factor that determines an adolescent’s behavior and his/her values. This is a highly valuable feature that serves as a basis for a person’s motivation, achievements, social relationships, health, the ability to adapt, and setting future goals. The study included 178 respondents living in foster homes: (64 males and 114 females); the respondents’ age ranged from 12 to 18 years. The instruments used in the study were the Rosenberg Self-Esteem Scale, the Adolescent Psychological Functioning Questionnaire PEA-P1 (VMU, Clinic of Psychology. 2003 © A. Goštautas, R. Pakrosnis, V. Čepukienė) and the Learning Motivation Level Questionnaire (Jolanta Aksamatauskienė, 2007). The obtained data were analyzed using SPSS 15 computer software. The study of adolescents living in foster homes confirmed the relationship of their behavior problems and self-esteem with their motivation to learn. Data analysis showed that older adolescents with lower self-esteem demonstrated more pronounced behavior problems, compared to younger subjects with lower self-esteem. Calculations showed that male and female adolescents in the lower self-esteem group exhibited poorer motivation to learn. The obtained results confirmed that better motivation to learn was more characteristic of older adolescents with higher self-esteem... [to full text]

This study conceptualises Chinese language-major undergraduates' motivation to learn a third language (L3) from a self perspective. Two overarching aims were adopted to guide the research: how learners' L3 motivation was formulated and reformulated over the course of one year of learning an L3 and whether classroom intervention could help learners to construct their L3 motivation. This research adopted a longitudinal case study design and was situated in a state university in China. Students who had chosen to learn an L3 as their major and English majors who were required to learn an L3 participated in the research. To achieve the two principal research aims, the data collection process was divided into two phases. The goal of the first phase was to explore the development of my participants' L3 motivation without any intervention. Qualitative research methods were employed during this phase and data were gathered from open questionnaires, interviews, class observation and written journals. In the second phase, an intervention was carried out to explore how to construct my participants' ideal L3 selves. A quasi-experimental design was employed and mixed methods were adopted. Analysis was primarily guided by the L2 Motivational Self System and was carried out at both at class level and individual level. At a class level, findings suggest that both L3 majors' and English majors' L3 motivation was mainly constituted on the basis of their ideal L3 selves, ought-to L3 selves and L3 learning experiences, which were constantly constructed and reconstructed over the course of learning. Notably, learners' motivational trajectories did not display a homogenous pattern at the group level. In total, six different motivational patterns were identified, three from English majors and three from L3 majors. It was also interesting to identify that a few learners developed a type of multilingually oriented motivation during their L3 learning. Data collected at the second phase of fieldwork revealed that the intervention was effective in helping English majors to construct their ideal L3 selves but less useful in the case of L3 majors. At the individual level, six cases were analysed in depth to investigate how the trajectories identified at the group level developed temporally and contextually. The analysis shows that the construction of these learners' L3 motivation involved a complex interplay between their future L3 selves and current L3 learning experience. It was through this process that learners explored the relationship between the L3 and their self-identification, and attempted to develop their personal meaning of learning an L3. On the basis of the empirical evidence, this thesis argues that the construction of learners' L3 motivation hinges on exploration of the position of the L3 in their self-identification, and that class intervention might help learners to realise the importance of learning an L3 by helping them to develop their ideal L3 selves, at least in the case of non-L3-major students. Moreover, this study suggests that it is crucial for L3 learners in China to recognise the value of being multilingual, which plays an essential role in constructing their L3 selves and sustaining their L3 motivation.

Im kognitiv-motivationalen Prozessmodell des Lernens wird angenommen, dass der Lernerfolg von der Qualität und der Dauer ausgeführter Lernaktivitäten, aber auch vom Funktionszustand des Lerners während der Lernphase abhängt. Es wird vermutet, dass eine von mehreren Variablen des Funktionszustandes der Flow-Zustand während des Lernens ist. In einer Untersuchung in universitären Fremdsprachenkursen zeigte sich in der Tat, dass Flow-Erleben während des Unterrichts die späteren Lernleistungen auch dann vorhersagt, wenn der Leistungseffekt relevanter Lernkompetenzvariablen vorweg berücksichtigt wird. Gemäß dem kognitiv-motivationalen Prozessmodell wird Flow-Erleben seinerseits über die aktuelle Motivation vor der Lernphase vorhergesagt, wobei die wiederum von einer allgemeineren Motivationsvariablen zu Semesterbeginn abhängt. Diese Struktur wurde in einer zweiten Untersuchung repliziert und zwar an Studenten im Verlauf ihrer Statistikausbildung im Fach Psychologie. Beide Ergebnisse sprechen dafür, dass Flow- Erleben während des Lernens eine leistungsrelevante Variable des Funktionszustandes beim Lernen ist, die sich in ihrer Beziehungsstruktur erwartungsgemäß in das kognitivmotivationale Prozessmodell einpassen lässt. / According to the cognitive-motivational model of learning, achievement depends on the quality and quantity of learning activities as well as on the functional state during learning. We assumed that the flow-experience is one indicator of the functional state. In a study conducted in foreign language courses we demonstrated that flow-experience predicts achievement, even when controlled for ability. In accordance with the cognitive-motivational model, flow-experience was predicted by the actual motivational state, which was itself dependent on students' motivation at the beginning of the semester. This pattern of relationships was replicated in a second study conducted in a course on elementary statistics for psychology students. The results of both studies indicate that flow-experience is an indicator of the functional state relevant for learning outcome. The general pattern of the results also fits nicely with the proposed relationships of the cognitive-motivational model of learning.

Although many researchers have pointed out that educational robots can motivate student learning, learning motivation inevitably declines over time. The sustainability of learning motivation is closely related to instructional strategies. In other words, appropriate instructional strategies are still essential to sustain a learner's learning motivation in robot-assisted instructions. The ARCS model provides systematic guidelines for enhancing and sustaining learning motivation; however, it provides very limited instructional practices in the model. Recent development in educational robot grows rapidly. A humanoid robot, which has a tangible and attractive body and limbs, is able to perform movements and gestures and to interact with its users. This study aims to develop instructional strategies and activities based on the ARCS model and the specific features of the robot teaching assistant (RTA) to enhance and sustain motivation in learning English reading skills. A quasi experiment and a survey were conducted to evaluate the effects of the designed strategies and activities. The results showed that the design of the RTA-based activities following the ARCS model for learning English reading skills was positively and significantly contributed to students¡¦ learning motivation, learning performance and continuance intention.

The purposes of this study was to develop a teaching program about International project-based learning through WebQuest and explore the effectiveness of the teaching program on students' English learning motivation and intercultural awareness. The participants were second-year junior high school students¡]14 boys and 12 girls included¡^, The experiment lasted 5 months (25 classes included). The teaching effects were analyzed both with qualative and quantative methods. The results of this study are summarized as follows: 1. Applying WebQuest in teaching can help students' finish their tasks and know more about the world. 2. The results showed that the teaching program was effective on improving participants' intrinsic learning motivation. 3. The results showed that the teaching program was not effective on improving participants' intercultural awareness. However, their culture acceptance is promoted and they are more involved in world issues. 4. The participants reported high percentage of satisfaction with the WebQuest in English learning. They became more interested in learning English with technology and hope to continue this curriculum.

In 2008, Kaohsiung City launched an English co-teaching program, which annually recruits 12 young American college graduates to promote English language instruction and cultural exchange. These young Americans serve as English teaching assistants (ETAs), whose main duty is to co-teach with local English teachers (LETs). This study aims to understand the students¡¦ learning English attitude and motivation in elementary schools participating in the LET and ETA co-teaching program, investigate the interaction effects of grade, cram school experience and LET and ETA co-teaching on students¡¦ English learning attitude and motivation and to offer a few concrete suggestions for the improvement of co-teaching program in public elementary schools based upon the results. The research adopted questionnaire survey method. The questionnaire was designed and distributed to 811 English teachers from 12 elementary schools in Kaohsiung City as the subjects. As a result, 618 were valid responded corresponding with a 76% of return rate. Descriptive statistics, t-test, one-way ANOVA, two-way ANOVA and Scheffe method were conducted for data analysis and finally come to the following results: 1. The interaction effects of co-teaching and grade on elementary school students¡¦ attitude toward LET teaching, self-English learning and overall English learning attitude are significant. 2. The interaction effects of co-teaching and cram school experience on elementary school students¡¦ self-evaluation of learning outcomes and overall English learning attitude are significant. 3. The interaction effects of co-teaching and grade on elementary school students¡¦ instrumental motivation, negative motivation and overall English learning motivation are significant. 4. The interaction effects of co-teaching and cram school experience on elementary school students¡¦ instrumental motivation are significant. Based on the results of the study, some suggestions are proposed to the educational authorities, schools, as well as future studies.

In the 21th century, the core competitive advantage of companies results from human beings who create virtual capital such as knowledge and skills. Thefefore, the real winners will be those people who can use the resources to learn anytime and anywhere. As investment in human, time, and financial resources for e-Learning continues to rise, so should the companies concern the effectiveness of implement of e-Learning will be the key of success of e-Learning. All questions in the survey questionnaire were designed by summarizing the definitions or opinions of some literatures in relation to learning motivation, learning strategy and knowledge-oriented culture, adopting the exploration of empirical survey approach. It¡¦s not only to figure out the relationship and influence between learning motivation and learning effectiveness of e-learning, but also to examine if learning motivation or knowledge-oriented culture has the moderator effects to the learning satisfaction or enterprise performance on e-learning. Also, trying to find out the differences of all variables among the e-learners¡¦ characteristics, and to determine the differences of all variables in comparison to different type of companies. After empirical datas collection and statistic analysis, the results come out as the following statements: 1. There is a positive relationship and effect among learning satisfaction and enterprise performance of effectiveness of e-Learning. 2. Learning strategy has the partial moderator effects to learning motivation and enterprise performance. 3. Knowledge-oriented culture has the partial moderator effects to learning motivation and enterprise performance. 4. There are differences in different type of companies to the variables of learning strategy, knowledge-oriented culture, learning satisfaction and enterprise performance.

This research aims at understanding the effects that Ministry of Education implements the Recurrent Education of in-service master programs in every university. Investigate the adult learners from in-service master programs, specially in the learners¡¦ learning motivations, participation barriers and learning satisfactions in order to the reference which carries out the effort as inspecting. The process of this research¡G Firstly, investigate the learning motivations, participation barriers and learning satisfactions of in-service master program students. Secondly, understand the relationships between (1)the demographics and learning motivations¡Bparticipation barriers and learning satisfactions ,and (2) learning motivations¡B participation barriers and learning satisfactions. Finally, suggest some advises forward on the policy for Recurrent Education of in-service master programs. For supporting the above-mentioned purposes, I used questionnaire investigation method to collect the material data. The currently register students are 1278, particularly in 92nd school year, and the effective samples are 337.Describing statistics, exploratory factor analysis, secondary confirmatory factor analysis and path analysis were used to analyze and explain the raw data. Research tells: ¡]1¡^The learning motivations¡Bparticipation barriers and learning satisfactions are related to certain items of demographics. ¡]2¡^The higher learning motivation which in-service master program students have, the more learning satisfaction they get. The participation barrier is higher and the lower learning satisfaction is. The participation barrier can influence the learning satisfaction through the learning motivation, that means the learning motivation is a intervening variable. The research suggests: ¡]1¡^ Set up the scholarship of in-service master programs to keep the fair position of the students. ¡]2¡^ Legislate the paid educational leave. ¡]3¡^ Strengthen the promotion of educational programs for the expansion of adult learners¡¦ participation. ¡]4¡^ Redistribute educational resources . ¡]5¡^ Have the flexible years of studying and set up the transfer systems.

A Study of the Effects of ¡§Cooperation-Strategy-Communication Method¡¨ on the English Learning of Expert and Novice Seventh Graders Ya-Ting Chen Abstract The purpose of this study was to investigate the effects of ¡§Cooperation-Strategy-Communication Method¡¨(CSCM, developed by the researcher) on motivation in English learning, English learning strategies, and English ability. Expert/novice students were the high/low achievers of English learning in primary school. A quasi-experimental design was conducted. Participants were English expert and novice seventh graders selected from a junior high school in Kaohsiung County. One of the summer activity classes represented the experimental group (EG), while another one was the control group (CG). During the month of experimentation, both classes were given English instruction for 16 periods, by having EG received CSCM, and CG received general English teaching. The instruments for pretests were ¡§English Learning Achievement Assessment¡¨ and ¡§English Learning Status Questionnaire A for 7th Graders¡¨, which included ¡§English Learning Motivation Scale¡¨, ¡§English Learning Manners Scale¡¨ and open-ended questions. The instruments for posttests were ¡§English Ability Test for 7th Graders¡¨, and ¡§English Learning Status Questionnaire B for 7th Graders¡¨, which also included ¡§English Learning Motivation Scale¡¨, ¡§English Learning Strategies Scale¡¨ and open-ended questions. Besides, interview outline and teaching diary were also used. Quantitative data were analyzed by two-way MANCOVA while qualitative data referred to content analysis. The main findings were: 1.CSCM showed positive effects on English learning strategies and English ability. 2.Expert students in EG outperformed expert students in CG in English ability. 3.Expert students outperformed novice students in 7 different measures, including motivation in English learning, extrinsic motivation, school curriculum, extracurricular learning, memory strategies, cognitive strategies and English ability. 4.Both expert and novice students: (1) mastered English learning strategies; (2) expected interesting, active and interactive instruction; (3) expected warm attitude from teachers; (4) evaluated their own level of English ability well. The researcher referred to the above findings and made related recommendations for further studies and educational applications.