As educators, we value and understand the need for motivation in learning. It has been proven to be one of the major factors in learning lessons, particularly leaning foreign language. It gives students a strong drive, dedication, and persistence in their attempt for mastery.

 

For us Filipinos, learning the English language is not as difficult as it is with other neighboring Asian countries. For example, students often feel forced by external factors to study which results to a low level of motivation. This is because acquisition of the target language lacks an urgent instrumental necessity.

 

What does this say? Learning a language required both external and internal motivation to be more successful. This can help teachers cultivate strong and intrinsic motivation in students.

 

Why do students need to learn a foreign language, in the first place? The reasons may vary from one person to another. For young students, particularly Filipinos, we teach English not only it because it is considered as the Universal language, but maybe because of the historical influence the language has in our country being colonized by Americans during the early 1900’s.

 

For adult learner, it might be from their own interest in the target language and/or culture. Some might be because they need to learn the language for their desired line of work in the future.

 

As teachers, how do we help and support the students to learn? As mentioned, extrinsic and intrinsic motivations are a must. Firstly, lining clear goals appropriate for learning the language is important. You can work with the students in formulating these goals.

 

Learning a foreign language can take time. It requires time and effort on the part of students as like any other fundamental skills in life. Persistence and dedication to hurdle the challenging set goals should be met.

 

To foster positive and lasting foreign language acquisition, Ryan and Deci (2000) posit that it is crucial for teachers to cultivate and promote “more active and volition [al] forms of extrinsic motivation” and to guide students to “internalize the responsibility and sense of value for extrinsic goals” (p.55-56). Furthermore, the process of internalization will increase the quality of engagements, generate more positive attitudes, and boost persistence (Lunenburg, 2011; Öztürk, 2012; Ryan & Deci, 2000). While such guidance for students is rarely found in academic settings, informed teachers can do likewise. 

By: Charito R. Balagasay | Teacher III | Pilar Elementary School | Pilar, Bataan