Language Learning Motivation: A Comparative Study between English and Mandarin Language Learners
Abstract
English as a Second Language (ESL) is a term which is broadly used in Malaysia’s educational system. Mandarin, on the other hand, is only used among Chinese community and not many non-Chinese know and use Mandarin language as their communication tools among themselves. However, due to the rapid development of economy in China, the interest in Mandarin language learning is becoming prominent. In Malaysia, a country which has developed a tight diplomatic and economic relationship with China since 1976, the interest in learning Mandarin as a Foreign Language (MFL) among the non-Chinese learners is also growing where there is a quantum leap of Mandarin learners at tertiary level (Teow, Ismail, Foo & Ho, 2016). Students in Universiti Teknologi MARA (UiTM) are offered with both English as a Second Language (ESL) and Mandarin as a Foreign Language (MFL) courses. It means that students must learn English and Mandarin simultaneously especially for Diploma students and Degree students. Understanding how the motivation to learn each language might vary within a certain socio-political context is worth exploring, as it may help lecturers working within that context to motivate their students to learn the language more effectively. Moreover, it is reasonable to assume that the different languages learned might trigger different emotional responses from learners (Humphreys & Spratt. 2008). In relation to this, it is important to examine the differences of students’ ESL and MFL learning motivation. This study employed a quantitative research design which emphasized on data collection from students who studied ESL and MFL.
References
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Ruan, Y., Duan, X., & Du, X. Y. (2015). Tasks and learner motivation in learning Chinese as a foreign language. Language, Culture and Curriculum, 28(2), 170-190.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68 – 78.
Ryan, S. (2008). The ideal L2 selves of Japanese learners of English. PhD thesis, University of Nottingham. Access from the University of Nottingham repository: http://eprints.nottingham.ac.uk/10550/1/ryan-2008.pdf
Shahbaz, M., & Liu, Y. (2012). Complexity of L2 motivation in an Asian ESL setting. Porta Linguarum, 18,115 – 131.
Singh, H. K. S. (2014). Attitudes towards English language learning and language use among secondary school students. Master’s Thesis, University of Malaya. Retrieved from http://studentsrepo.um.edu.my/5686/1/PART_2_%26_3_RESEARCH_REPORT_(no.3)_[FULL_EDITED]_(1).pdf
Tachinamutu, K. S., & Mohd Shah, P. (2018). The anxiety and motivation of Malaysian students towards learning English language. Retrieved from https://seminar.utmspace.edu.my/lspgabc2018/Doc/5.pdf
Tan, T. G., Ooi, A. K., & Ismail, H. N. (2010). The orientations for learning Mandarin amongst Malay undergraduate students. International Journal of Humanities and Social Science,2(12), 104 – 112.
Tan, T. G., Ismail, H. N., Hoe, F. T., & Ho, C. C. (2016). The motivation of undergraduates learning Mandarin as a foreign language. E-Academia Journal UiTM, 5(1), 1-11.
Ting, S. H. (2016). Language choices of CEOs of Chinese family business in Sarawak, Malaysia. Journal of Multilingual and Multicultural Development, 38(4), 360-371. https://doi.org/10.1080/01434632.2016.1207181
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271 – 360.
Wen, X. (1997). Motivation and language learning with students of Chinese. Foreign Language Annals, 30(2), 235-251.
Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 1 – 23.
Zubairi, A. M., & Sarudin, I. (2009). Motivation to learn a foreign language in Malaysia. GEMA Online Journal of Language Studies, 9(2), 73 – 87.
Al Othman, F. H. M., & Shuqair, K. M. (2013). The impact of motivation on English language learning in the Gulf States. International Journal of Higher Education, 2(4), 123 – 130.
Che Mat, S. S., & Mat Yunos, M. (2014). Attitudes and motivation towards learning English among FELDA school students. Australian Journal of Basic and Applied Sciences, 8(5) Special 2014, 1-8.
Che Musa, N., Koo, Y. L., & Azman, H. (2012). Exploring English language learning and teaching in Malaysia. GEMA OnlineTM Journal of Language Studies, 12(1), 35 – 51.
Chu, H. H., & Toh. L. L. (2015). Promoting thinking skills through interactive character learning model (ICLM)- Chinese character learning using WhatsApp for Malay L3 learners. Journal of Modern Languages, 25, 83-106.
Chua, S. L., Wong, A. F. L., & Chen, V. (2009). Association between Chinese language classroom environments and students’ motivation to learn the language. Australian Journal of Educational Developmental Psychology, 9, 53-64.
Chung, C. (2013). Integrating iPads into intensive university level Mandarin Chinese courses. Paper presented at Calico Conference: Navigating the Complexities of Language Learning in the Digital Age, Manoa, Hawaii.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self Determination Perspective. Educational Psychologist, 26(3 & 4), 325-346
Dornyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research, 2(3), 203–229.
Du, X. Y., & Kirkebæk, M. J. (2012). Exploring task-based PBL in Chinese teaching and learning in a Danish context. Newcastle: Cambridge Scholars Publishing.
Edwards, C., & Willis, J. (2005). Teachers exploring tasks in English language teaching. Basingstoke: Palgrave Macmillan.
Fareen, J.A. (2017). English for placement purposes: Developing a needs based course for meeting the employment demands of IT industries. Eurasian Journal of Applied Linguistics, 3(1), 49-66. https://doi.org/10.32601/ejal.461033
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold. Retrieved from http://publish.uwo.ca/~gardner/docs/SECONDLANGUAGE1985book.pdf
Guilloteaux, M.J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on students’ motivation. TESOL Quarterly, 42(1), 55 – 77.
Hafizoah, K., & Fatimah, A. (2010). English communicative events and skills needed at the workplace: Feedback from the industry. English for Specific Purposes, 29(3), 168-182. https://doi.org/10.1016/j.esp.2009.10.002
Haw, J. L. C., Awang, M. M., & Ahmad, A. R. (2016). The Motivation of learning Chinese language among non-Chinese students. International Conference on Education and Regional Development 2016 (ICERD 2016), 327 – 330.
Humphreys, G., & Spratt. M. (2008). Many languages, many motivations: A study of Hong Kong students’ motivation to learn different target languages. System, 36, 313-335.
Khong, H. K., Hassan, N. H., & Ramli, N. (2017). Motivation and gender differences in learning Spanish as a foreign language in a Malaysian Technical University. Malaysian Journal of Learning and Instruction, 14(2), 59-83.
Lau, S. W., & Elias, H. (2011). Relationship between students’ perceptions of classroom environment and their motivation in learning English language. International Journal of Humanities and Social Science, 1(21), 240 – 250.
Liu, Y., & Su, L. (2016). Different motivations of Chinese students learning Japanese and English in Japan. Open Journal of Modern Linguistics, 6, 25-36.
Mahadi, T. S. T., & Jafari, S. M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Science, 3(24), 230 – 235.
Meyad, N. A., Roslan, S., Chong, M., & Haji, B. (2014). The relationship between motivation and achievement toward studying Arabic grammar in Malaysia. Proceeding of the International Conference on Arabic Studies and Islamic Civilization iCasic 2014.
Muftah, M., & Rafik-Galea, S. (2013). Language learning motivation among Malaysian pre-university students. English Language Teaching, 6(3), 92 – 103.
Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature and Linguistics, 1(2), June 2015.
Plotnik, R., & Kouyoumdjian, H. (2008). Introduction to psychology (8th Edition). United States: Thomson and Wadsworth.
Rost, M. (2006). Generating student motivation. Series Editor of WorldView. Retrieved from http://www.pearsonlongman.com/ae/worldview/motivation.pdf
Ruan, Y., Duan, X., & Du, X. Y. (2015). Tasks and learner motivation in learning Chinese as a foreign language. Language, Culture and Curriculum, 28(2), 170-190.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68 – 78.
Ryan, S. (2008). The ideal L2 selves of Japanese learners of English. PhD thesis, University of Nottingham. Access from the University of Nottingham repository: http://eprints.nottingham.ac.uk/10550/1/ryan-2008.pdf
Shahbaz, M., & Liu, Y. (2012). Complexity of L2 motivation in an Asian ESL setting. Porta Linguarum, 18,115 – 131.
Singh, H. K. S. (2014). Attitudes towards English language learning and language use among secondary school students. Master’s Thesis, University of Malaya. Retrieved from http://studentsrepo.um.edu.my/5686/1/PART_2_%26_3_RESEARCH_REPORT_(no.3)_[FULL_EDITED]_(1).pdf
Tachinamutu, K. S., & Mohd Shah, P. (2018). The anxiety and motivation of Malaysian students towards learning English language. Retrieved from https://seminar.utmspace.edu.my/lspgabc2018/Doc/5.pdf
Tan, T. G., Ooi, A. K., & Ismail, H. N. (2010). The orientations for learning Mandarin amongst Malay undergraduate students. International Journal of Humanities and Social Science,2(12), 104 – 112.
Tan, T. G., Ismail, H. N., Hoe, F. T., & Ho, C. C. (2016). The motivation of undergraduates learning Mandarin as a foreign language. E-Academia Journal UiTM, 5(1), 1-11.
Ting, S. H. (2016). Language choices of CEOs of Chinese family business in Sarawak, Malaysia. Journal of Multilingual and Multicultural Development, 38(4), 360-371. https://doi.org/10.1080/01434632.2016.1207181
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271 – 360.
Wen, X. (1997). Motivation and language learning with students of Chinese. Foreign Language Annals, 30(2), 235-251.
Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 1 – 23.
Zubairi, A. M., & Sarudin, I. (2009). Motivation to learn a foreign language in Malaysia. GEMA Online Journal of Language Studies, 9(2), 73 – 87.
Published
2020-08-01
How to Cite
KAMARUDDIN, Siti Faridah; LING, Ting Hie; NAZAMUD-DIN, Aisyah.
Language Learning Motivation: A Comparative Study between English and Mandarin Language Learners.
International Journal of Modern Languages And Applied Linguistics, [S.l.], v. 4, n. 3, p. 27-45, aug. 2020.
ISSN 2600-7266.
Available at: <https://myjms.mohe.gov.my/index.php/ijmal/article/view/9499>. Date accessed: 15 sep. 2024.
doi: https://doi.org/10.24191/ijmal.v4i3.9499.
Section
Articles
