Motivation of pre-service English teachers to learn english as a foreign language in challenging circumstances

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dc.contributor.authorZadorozhna, Iryna
dc.contributor.authorDatskiv, Olha
dc.date.accessioned2023-07-17T09:31:57Z
dc.date.available2023-07-17T09:31:57Z
dc.date.issued2022
dc.description.abstractThe problem of motivation in foreign language learning has always been of great importance. Researchers agree on the non-static, dynamic nature of motivation, investigate the role of the motivational context, and recognize the fact that some aspects of motivation are not internal but are externally determined by the learner’s sociocultural environment. The study aims to investigate the prevalent type of motivation among pre-service English teachers in challenging circumstances. The analysis of motivation sources and ways to protect and maintain motivation to learn English as a foreign language in challenging circumstances constitutes the novelty of the study. 60 fourth-year students (57 females and 3 males) participated in the investigation. The questionnaire adapted from Gardner's Attitude/Motivation Test Battery (AMTB) has been used as a tool to collect quantitative data. The results reveal that the level of motivation is high with a prevalence of instrumental motivation. Qualitative data have been obtained from interviewing students. During the interviews, the students identified the sources of their motivation, critically evaluated their learning situation, and described their learning circumstances as challenging. The study suggests pedagogical implications in line with positive psychology recommendations and the latest research on the protection and maintenance of а motivation to learn English as a foreign language in challenging circumstances. The implications for teachers include developing motivational strategies, maintaining engagement, providing role models, using technology.uk
dc.format.pagerangePp. 86-99uk
dc.identifier.citationZadorozhna, I. Motivation of pre-service English teachers to learn english as a foreign language in challenging circumstances / Iryna Zadorozhna, Olha Datskiv // Advanced education. – 2022. – Iss. 21. – Pp. 86-99. – Bibliogr.: 31 ref.uk
dc.identifier.doihttps://doi.org/10.20535/2410-8286.261715
dc.identifier.issn2409-3351 (Print)
dc.identifier.issn2410-8286 (Online)
dc.identifier.orcid0000-0003-1599-1372uk
dc.identifier.orcid0000-0002-0283-7627uk
dc.identifier.urihttps://ela.kpi.ua/handle/123456789/58160
dc.language.isoenuk
dc.publisherIgor Sikorsky Kyiv Polytechnic Instituteuk
dc.publisher.placeKyivuk
dc.relation.ispartofAdvanced education: збірник наукових праць, Вип. 21uk
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectintegrative motivationuk
dc.subjectinstrumental motivationuk
dc.subjectmotivational strategiesuk
dc.subjectchallenging circumstancesuk
dc.subjectteaching Englishuk
dc.subjectpre-service English teachersuk
dc.titleMotivation of pre-service English teachers to learn english as a foreign language in challenging circumstancesuk
dc.typeArticleuk

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Advanced education: збірник наукових праць, Вип. 21