Examining EFL vocabulary learning motivation in a demotivating learning environment. (April 2017)

• Record Type: Journal Article
• Authors: Tanaka, Mitsuko
• Is Part Of: System. Volume 65(2017)
• Page Start: 130
• Page End: 138
• Publication Date: 2017-04
• Subjects: Vocabulary learning -- Motivation -- Self-determination theory -- Learning environments -- Peer influences; Language and languages -- Study and teaching -- Periodicals; Langage et langues -- Étude et enseignement -- Périodiques; Electronic journals; 407
• DOI: 10.1016/j.system.2017.01.010
• Languages: English
• ISSNs: 0346-251X

Abstract

Abstract: Situated in a demotivating learning environment, this study examined the roles of motivation and peers in EFL vocabulary learning. The participants were 155 science and engineering students in Japan. They took a vocabulary test and responded to a questionnaire based on the self-determination theory and peer engagement/disengagement in learning. The results of six multiple stepwise regression analyses showed that: (1) to enjoy and value learning is vital to develop a larger vocabulary size; (2) perceived autonomy is important in cultivating the enjoyment and value of learning in learners' minds; (3) perceived competence plays a decisive role in motivating and demotivating learners; and (4) whereas motivated peers have little impact on learners' motivation in a demotivating learning environment, demotivated peers have a negative influence. These findings reveal the malleability of peer influences as well as crucial factors for successful EFL vocabulary acquisition in a demotivating learning context.