Student motivation in the English classroom : an exploration

Abstract

Motivation plays a pivotal role in language learning, with various factors influencing individual’s motivational disposition. Within the last decade, Maltese classroom have become increasingly multilingual due to Malta’s rising migration rates. Consequently, English has become an essential language for communication in Malta. This prompted for an exploration into whether students' motivation to learn English is influenced by Malta's diverse linguistic context or by the compulsory nature of English in the school curriculum. Additionally, the study aims to identify the various factors that contribute to student motivation or demotivation in English secondary school classrooms. Through a mixed methods case study, data was collected from participants in one secondary state school in Malta. Quantitative data were gathered through questionnaires distributed to eighty-three students in Years 9 and 10, while qualitative insights were obtained from a focus group comprising of six English teachers, providing deeper context to the students' responses. The findings revealed both complementary and differing perspectives between students and teachers. Overall, the study found that, contrary to teachers’ beliefs, students are motivated to learn English. Various factors contributing to this motivation were identified, including students' language choice preferences, attitudes towards learning, the learning environment (including task motivation), and the teacher-student rapport. The findings also highlighted motivational differences based on background variables such as nationality, year group, and class level. These results are significant for understanding the complex phenomenon of student motivation and for enhancing students’ motivation for learning English.