Please use this identifier to cite or link to this item:
https://rsuir-library.rsu.ac.th/handle/123456789/2876Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Anchalee Chayanuvat | - |
| dc.contributor.author | Yi Ran | - |
| dc.date.accessioned | 2025-09-19T06:36:57Z | - |
| dc.date.available | 2025-09-19T06:36:57Z | - |
| dc.date.issued | 2024 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/2876 | - |
| dc.description | Dissertation (Ed.D. (Education Studies)) -- Rangsit University, 2023 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University. Library | en_US |
| dc.subject | English language -- study and teaching -- Foreign speakers | en_US |
| dc.subject | Motivation in education | en_US |
| dc.subject | English language -- Acquisition | en_US |
| dc.title | University English language learners in Sichuan Province : a mixed-methods study on learning motivation | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This study explored the types of motivation, levels of motivation and factors influencing students’ learning English motivation in Sichuan Province. There were 1,301 participants from three different types of universities in Sichuan Province. The study adopted a mixed-methods approach by using three research instruments: the questionnaire, the semi-constructed interview, and the focus group discussion. The results indicated: 1) Efforts have the strongest impact on Intrinsic Motivation, whereas Persistence has the weakest impact on Intrinsic Motivation. The findings from qualitative data show that there are no differences among the three universities. Students focused on passing examinations and studied every day before entering universities. After they enter universities, although they have Intrinsic Motivation, they only study English in the classroom. 2) Intensity has the strongest impact on Extrinsic Motivation. The findings also show that Persistence has the weakest impact on Extrinsic Motivation. The quantitative findings echo the qualitative findings that students who have Extrinsic Motivation would like to study English but only in the classroom. 3) The findings from quantitative data show that female students have stronger motivation to learn English than male students in three universities. It also shows that there is no difference among different grades and different universities. 4) The findings from quantitative data show that the factors include Attitude, Self-concept, Intrinsic Motivation, Learning Environment, Parents, and Mastery. The findings from qualitative data show that the factors influencing learning English motivation from three universities are not different. Students learning English motivation could be influenced by teachers, pedagogy, family, pressures from outside and inside, and previous negative learning experiences. To conclude, the factors influence students’ motivation are Intrinsic Motivation, Learning Environment, Teachers, Parents, Pedagogy, and Previous Negative Learning Experiences. Based on the findings of the study, guidelines for maximization of learning English motivation were proposed. It was recommended that future research investigate the English language learning motivation in all levels of the education system to explore the changes in student motivation at different levels of education—primary school, secondary school, and high school, university, and graduate school | en_US |
| dc.description.degree-name | Doctor of Education | en_US |
| dc.description.degree-level | Doctoral Degree | en_US |
| dc.contributor.degree-discipline | Educational Studies | en_US |
| Appears in Collections: | EDU-ES-D-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| YI RAN.pdf | 1.35 MB | Adobe PDF | View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.