A Comparison between Highly Motivated Learners and Unmotivated Learners' Learning Achievement: A Case Study of Business English Majors at Southeast Bangkok College

Autor/in	Srisermbhok, Amporn
Titel	A Comparison between Highly Motivated Learners and Unmotivated Learners' Learning Achievement: A Case Study of Business English Majors at Southeast Bangkok College
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 10 (2017) 1, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Learning Motivation; Academic Achievement; Majors (Students); College Students; Foreign Countries; Business English; Young Adults; Self Control; Learning Strategies; Positive Attitudes; Self Esteem; Second Language Learning; English (Second Language); Attitude Change; Reading Skills; Cognitive Style; Thailand (Bangkok) + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Schulleistung; Collegestudent; Ausland; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Young adult; Junger Erwachsener; Selbstbeherrschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-esteem; Selbstaufmerksamkeit; Zweitsprachenerwerb; English as second language; Second Language; Englisch als Zweitsprache; Attitudinal change; Einstellungsänderung; Reading skill; Lesefertigkeit; Cognitive styles; Kognitiver Stil
Abstract	This study aimed to 1) analyze some crucial factors that impacted learners' achievement and failure in English language learning among 2nd year Business English majors at the faculty of Liberal Arts, Southeast Bangkok College, and 2) improve the quality of teaching and learning English for Thai students. The samples consisted of 16 English students aged between 19-21. There were 15 Thais and 1 Filipino. The research methodology comprised both descriptive analysis, and basic statistics. Data for analysis included students' journal writing after class, their participation and engagement in class activities, final grades, and the questionnaire. The findings revealed that their age did not make any significant learning outcomes, but their attitudes, and motivation mattered. It was found that cognitive learning strategies, self-disciplines, positive attitudes and self-confidence were important factors among high achievers amounted to 12.50%,which was contrary to poorly achieved learners with low self-esteem amounted to 50% of the class. The results confirm Dornyei's claim (1998) that motivation is a key factor that influences the rate of success of second/foreign language (L2) learning. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01