Science for Education Today, 2020, vol. 10, no. 4, pp. 27–43
© Nurieva N. S., Nikolaeva N. N., 2020
UDC: 
372.881

Predominance of intrinsic motivation as a predictor of effective foreign languages acquisition in higher education

Nurieva N. S. 1 (Moscow, Russian Federation), Nikolaeva N. N. 1 (Moscow, Russian Federation)
1 Bauman Moscow State Technical University
Full text (Open Access) — Downloaded 1010
Abstract: 

Introduction. The authors study the balance between students’ intrinsic and extrinsic motivation in managing their educational activities. The purpose of the article is to justify the predominance of intrinsic motivation as a predictor of effective foreign language acquisition within the university course.
Materials and Methods. The study was conducted using the methods of psychological experiment and educational action research. They allowed the authors to reveal the predominance of students’ internal motivation for managing their learning activities within the framework of English as a Foreign Language course. Methods of mathematical statistics were used to obtain and analyze quantitative data. Observation, interviews and written feedbacks were utilized to obtain qualitative data about the predominance of intrinsic motivation.
Results. The authors developed criteria for studying students’ extrinsic and intrinsic motivation in order to characterize their cognitive activities. Frequency and percentage analyses indicated the medium level of students’ extrinsic motivation, while the level of intrinsic motivation is relatively high.
Conclusions. The authors found that students’ academic performance is determined by the balance of intrinsic and extrinsic motivation factors. The research confirms the correlation between the level of students’ intrinsic motivation and their academic performance.

Keywords: 

Foreign language; Educational activity; Performance predictor; Intrinsic motivation; Extrinsic motivation; Interpretation of cognitive activity.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:43933902

Prominence Percentile SciVal: 93.133 Conceptions of Learning | Generic Skills | Student Learning

https://www.scopus.com/record/display.uri?eid=2-s2.0-85092309034&origin=...

Predominance of intrinsic motivation as a predictor of effective foreign languages acquisition in higher education

For citation:
Nurieva N. S., Nikolaeva N. N. Predominance of intrinsic motivation as a predictor of effective foreign languages acquisition in higher education. Science for Education Today, 2020, vol. 10, no. 4, pp. 27–43. DOI: http://dx.doi.org/10.15293/2658-6762.2004.02
References: 
  1. Korotkina I. B. Russian scholarly publications in Anglophone academic discourse: The clash of tyrannosaurs. Integration of Education, 2018, vol. 22 (2), pp. 311–323. DOI: https://doi.org/10.15507/1991-9468.091.022.201802.311-323 URL: https://www.elibrary.ru/item.asp?id=35161769 
  2. Elousova A. K., Epritskaya N. K. Improving the teaching of foreign languages through com-parative analysis of images in proverbs and sayings. Integration of Education, 2018, vol. 22 (4), pp.750–765. (In Russian) DOI: https://doi.org/10.15507/1991-9468.093.022.201804.750-765 URL: https://www.elibrary.ru/item.asp?id=36546005 
  3. Muraveva E. V., Elices Agudo J. F. Dystopian science fiction as a means of teaching English to technical degree students. Integration of Education, 2017, vol. 21 (2), pp. 303–321. DOI: https://doi.org/10.15507/1991-9468.087.021.201702.303-321 URL: https://www.elibrary.ru/item.asp?id=29222039
  4. Kostyukova T. A., Morozova A. L. Pedagogical bases of development of foreign language communicative competence of student of nonlinguistic training directions. Language and Culture, 2019, no. 46, pp. 216–235. (In Russian) DOI: https://doi.org/10.17223/19996195/46/13 URL: https://www.elibrary.ru/item.asp?id=39242427
  5. Morozova O. N, Ilina I. Y. On the question of determination of students’ motivation to studying a foreign language in technical universities. The World of Science, Culture and Education, 2018, no.  6, pp. 87–85. (In Russian) URL: https://www.elibrary.ru/item.asp?id=36807426
  6. Miyamoto A., Pfost M., Artelt C. The relationship between intrinsic motivation and reading comprehension: Mediating effects of reading amount and metacognitive knowledge of strategy use. Scientific Studies of Reading, 2019, vol. 23 (6), pp. 445–460. DOI: https://doi.org/10.1080/10888438.2019.1602836
  7. Astriningsih N., Mbato C. Motivation to learn English: Why Indonesian adult learners join a community of interest. Anima Indonesian Psychological Journal, 2019, vol. 34 (2), pp. 65–75. DOI: https://doi.org/10.24123/aipj.v34i2.2202
  8. Al-Ta’ani M. H. Integrative and instrumental motivations for learning English as a university requirement among undergraduate students at Al-Jazeera university, Dubai. International Journal of Learning and Development, 2018, vol. 8 (4), pp. 89–105. DOI: https://doi.org/10.5296/ijld.v8i4.13940
  9. Ryan R. M., Deci E. L. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 2000, vol. 25 (1), pp. 54–67. DOI: https://doi.org/10.1006/ceps.1999.1020
  10. Sheldon K. M., Osin E. N., Gordeeva T. O., Suchkov D. D., Sychev O. A. Evaluating the dimensionality of self-determination theory’s relative autonomy continuum. Personality and Social Psychology Bulletin, 2017, vol. 43 (9), pp. 1215–1238. DOI: https://doi.org/10.1177%2F0146167217711915  URL: https://www.elibrary.ru/item.asp?id=31064254 
  11. Leontiev D. A. A. N. Leontiev’s concept of motive and the issue of the quality of motivation. Bulletin of Moscow University. Series 14: Psychology, 2016, no. 2, pp. 3–18. (In Russian) URL: https://elibrary.ru/item.asp?id=27672137
  12. Gardner R. C., Maclntyre P. D. A student’s contributions to second-language learning. Part II: Affective variables. Language Teaching, 1993, vol. 26 (1), pp. 1–11. DOI: https://doi.org/10.1017/S0261444800000045
  13. Gordeeva T. O., Sychev O. A., Lunkina M. V. School well-being of elementary school children: Motivational and educational predictors. Psychological Science and Education, 2019, vol. 24 (3), pp. 32–42. (In Russian) URL: https://www.elibrary.ru/item.asp?id=38245426
  14. Gordeeva T. O., Sychev O. A., Gizhitsky V. V., Gavrichenkova T. K. Intrinsic and extrinsic academic motivation scale for schoolchildren. Psychological Science and Education, 2017, vol.  22  (2), pp. 65–74. (In Russian) URL: https://www.elibrary.ru/item.asp?id=29817660
  15. Vartanova I. I. Motivational and emotional attitude to studying in high school students of different sex and age. Psychological Science and Education, 2019, vol. 24 (5), pp. 71–79. (In Russian) URL: https://www.elibrary.ru/item.asp?id=41244123
  16. Akchurina A. R. The students’ motivational dynamics at different stages of learning English. Bulletin of Moscow University. Series 20. Pedagogy, 2019, no. 1, pp. 45–55. (In Russian) URL: https://www.elibrary.ru/item.asp?id=37217169
  17. Tikhomirova T. S., Kochetkov N. V. Learning motivation and personal reflection in students: Features and relationship. Psychological Science and Education, 2017, vol. 22 (3), pp. 53–62. (In Russian) DOI: https://doi.org/10.17759/pse.2017220306 URL: https://elibrary.ru/item.asp?id=29898532
  18. Dornyei Z. Motivation in second and foreign language learning. Language Teaching, 1998, vol.  31  (3), pp. 117–135. DOI: https://doi.org/10.1017/S026144480001315X
  19. Dörnyei Z. Towards a better understanding of the L2 learning experience, the Cinderella of the l2 motivational self system. Studies in Second Language Learning and Teaching, 2019, vol. 9 (1), pp.  19–30. DOI: https://doi.org/10.14746/ssllt.2019.9.1.2
  20. Walker C. O., Greene B. A., Mansell R. A. Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 2006, vol. 16 (1), pp. 1–12. DOI: https://doi.org/10.1016/j.lindif.2005.06.004
  21. Hanshaw G. O., Helm-Stevens R., Lopez B. Enhancing connectedness and intrinsic motivation to learn for online learners: Introducing the S3 model. International Journal of Learning and Development, 2019, vol. 9 (3), pp.1–24. DOI: https://doi.org/10.5296/ijld.v9i3.14993 
  22. Wang N., Chen J., Tai M., Zhang J. Blended learning for Chinese university EFL learners: Learning environment and learner perceptions. Computer Assisted Language Learning, 2019. DOI: https://doi.org/10.1080/09588221.2019.1607881
  23. Almisad B. The effects of concept mapping instruction on students’ attitudes, motivations, and self-efficacy in educational technology class. International Journal of Learning and Development, 2019, vol. 9 (2), pp.1–13. DOI: https://doi.org/10.5296/ijld.v9i2.14529
  24. Zheng C., Liang J., Tsai C. Validating an instrument for EFL learners’ sources of self-efficacy, academic self-efficacy and the relation to English proficiency. The Asia-Pacific Education Researcher, 2017, vol. 26, pp. 329–340. DOI: https://doi.org/10.1007/s40299-017-0352-3
  25. Ayinde T. A. Psychosocial factors as determinants of vocational skills acquisition among undergraduates in the university of Ibadan, Oyo State, Nigeria. International Journal of Learning and Development, 2017, vol. 7 (3), pp. 109–122. DOI: https://doi.org/10.5296/ijld.v7i3.11671
  26. Alsayed F. Effects of semantics in the language development of English as a foreign language (EFL) learners. International Journal of Learning and Development, 2019, vol. 9 (4), pp. 138–153. DOI: https://doi.org/10.5296/ijld.v9i4.15735
  27. Labo-Popoola S. O. Reading habits amongst university undergraduates: Implications for academic performance. International Journal of Learning and Development, 2018, vol. 8 (2), pp. 114–129. DOI: https://doi.org/10.5296/ijld.v8i2.13102
  28. Elliott S., Hendry H., Ayres C., Blackman K., Browning F., Colebrook D., Cook C., Coy N., Hughes J., Lilley N., Newboult D., Uche O., Rickell A., Rura G.-P., Wilson H., White P. ‘On the outside, I’m smiling but inside I’m crying’: communication successes and challenges for undergraduate academic writing. Journal of Further and Higher Education, 2019, vol. 43 (9), pp.  1163–1180. DOI: https://doi.org/10.1080/0309877X.2018.1455077
  29. Serkan D., Doğanay A. The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load. Computers and Education, 2017, vol. 111, pp. 74–100. DOI: http://dx.doi.org/10.1016/j.compedu.2017.04.005
  30. Diep A.-N., Zhu C., Struyven K., Blieck Y. Who or what contributes to student satisfaction in different blended learning modalities? British Journal of Educational Technology, 2017, vol.  48  (2), pp. 473–489. DOI: https://doi.org/10.1111/bjet.12431
  31. Börü N. The factors affecting teacher-motivation. International Journal of Instruction, 2018, vol.  11 (4), pp. 761–776. DOI: http://dx.doi.org/10.12973/iji.2018.11448a
  32. Hsieh J. S., Wu W. C., Marek M. W. Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 2017, vol. 30 (1-2), pp. 1–21. DOI: https://doi.org/10.1080/09588221.2015.1111910
  33. Tse W. S., Choi L. Y., Tang W. S. Effects of video‐based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 2019, vol. 50 (1), pp. 385–398. DOI: https://doi.org/10.1111/bjet.12569
  34. Gritsenko L. M., Demidova T. A., Salosina I. V. The development of engineering students’ foreign language discursive competence: Motivational educational factors. Science for Education Today, 2019, vol. 9 (4), pp. 162–181. (In Russian) DOI: http://dx.doi.org/10.15293/2658-6762.1904.10 URL: https://www.elibrary.ru/item.asp?id=39256960
Date of the publication 31.08.2020