| dc.description.abstract | The purpose of this mixed methods study was to explore eighth-grade students’ motivation to learn English in a Norwegian lower secondary school. Specifically, the study aimed to investigate the level of motivation among the students, as well as identifying factors contributing to their motivation, or demotivation. Additionally, the study aimed to investigate the motivation among students when specific motivational strategies were implemented in English lessons by the teacher-researcher. A sample of 80 students participated in one main questionnaire, while 21 of those students participated in a classroom intervention consisting of six English lessons over three weeks, where videos, games, and group work were implemented. The study found that most participants reported high levels of motivation to learn English, while only a few were not motivated, claiming boredom to be the reason. Among the several reasons that students had for being motivated to learn English, the main ones were related to the necessity of knowing the language to engage in activities they enjoyed in their spare time, mainly consuming media such as English TV, films, web sites, and social media sites. Furthermore, the findings suggest that the effective use of videos can positively influence students’ motivation. However, it is essential to remember the educational purposes of using videos in lessons, and the need for them to be accompanied by appropriate tasks. The findings also show the need to balance engaging activities that students find enjoyable, such as games, with other instructional tasks, such as writing assignments. The study highlights a challenge wherein students perceive traditional English lesson tasks as boring and advocates for a greater emphasis on physical engagement and a reduction in conventional reading and writing activities. The findings revealed mixed feelings about group work, highlighting the importance of group dynamics and composition, as well as the need to cater to individual preferences. | |
