A comparative study of Thai learners’ motivation in learning a foreign language other than English
1
Issued Date
2022
Copyright Date
2022
Resource Type
Language
eng
File Type
application/pdf
Access Rights
open access
Rights
ผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้า
Rights Holder(s)
Mahidol University
Suggested Citation
Yang, Luoling, 1996- (2022). A comparative study of Thai learners’ motivation in learning a foreign language other than English. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/114272
Title
A comparative study of Thai learners’ motivation in learning a foreign language other than English
Author(s)
Advisor(s)
Abstract
This study employed a mixed research approach, which included questionnaires and interviews. The questionnaires, adopted from Papi (2010), Taguchi et al. (2009), and Yashima (2009), were parallel in content and translated into the Thai language with the reliability of Cronbach’s Alpha at 0.827. A total of 261 LOTE learners participated in the study, of whom 71 are Chinese, 43 are French, 88 are Japanese, and 59 are Korean majors. To analyze the quantitative data, descriptive statistics, one-way ANOVA, Pearson’s correlation, and multiple linear regression analysis were employed. A content analysis was applied to get the key terms from the interview records and support quantitative results.The major findings of this study were as follows: 1) All LOTE learners showed high intensity in motivation. Five predictors were prominent in the profiles among all LOTE learners, including ideal L2 self, L2 learning experience, instrumentality promotion, international posture, and cultural/community interest. 2) there were within-group differences regarding ought-to L2 self, L2 learning experience, instrumentality-prevention, family influence, and cultural/community interest. 3) learners’ intended efforts were shown to be positively correlated with ideal L2 self, L2 learning experience, instrumentality promotion, and cultural/community interest. 4) Multiple regression models explained 72% (for Chinese learners), 61% (for French learners), 64% (for Japanese learners), and 51% (for Korean learners) of students’ motivation, with L2 learning experience being the greatest predictor across four LOTE learners.IMPLICATION OF THESIS The study suggested its implications that teachers should encourage students to construct a vision of their own future
create a good classroom experience
emphasize the instrumental values of the studied languages
incorporate as many cultural elements as possible in the classroom
and solve the difficulties that the online classroom poses to students, in order to increase their motivation to learn LOTEs.
create a good classroom experience
emphasize the instrumental values of the studied languages
incorporate as many cultural elements as possible in the classroom
and solve the difficulties that the online classroom poses to students, in order to increase their motivation to learn LOTEs.
Degree Name
Master of Arts
Degree Level
Master's degree
Degree Department
Faculty of Liberal Arts
Degree Discipline
Applied Linguistics
Degree Grantor(s)
Mahidol University