MOTIVATION OF CHINESE AND THAI JUNIOR HIGH SCHOOL STUDENTS IN ENGLISH LEARNING

Abstract

This research aims to investigate the motivation for English learning among Chinese and Thai junior high school students. The objectives were to identify the motivation of Chinese and Thai junior high school students in English learning, and to compare the English learning motivation of Chinese students to Thai students. The participants consisted of 200 eighth-grade students: 100 students from four Chinese government schools and 100 students from four Thai government schools. Moreover, they were selected by convenience sampling. The research instruments included the following: (1) a questionnaire on the motivation in English learning; and (2) a semi-structured interview. The quantitative data were analyzed by mean scores, standard deviation and the t-test analysis, while the qualitative data were analyzed by content analysis. The findings of the study were as follows: first, the motivation level of Chinese students in learning English was high (M = 3.70, SD = .89), and the statement “To enter university” received the highest mean score (M = 4.33, SD = .98). Second, the motivation level of Thai junior high school students was very high (M = 4.33, SD = .46), and the highest mean score statement was “To use language as a medium” (M = 4.71, SD = .57). Third, there were significantly differences in English learning motivation between Chinese and Thai junior high school students (t = 6.224, p< .05), and the learning motivation of Thai students (M = 4.33, SD = .46) was significantly higher than that of the Chinese students (M = 3.70, SD = .89). Additionally, the results of the interviews also supported the questionnaire results, revealing that the English learning motivation of Chinese students was “To enter university,” while the English learning motivation of Thai students was “To use language as a medium.” This study indicates that motivation is important and should receive more attention to help students succeed in learning

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