Learning a foreign language comes with its own set of challenges as students are required not only to learn something new but also to familiarize themselves with an entirely different culture embedded within the language. This can pose a challenge to students’ motivation in learning a foreign language which may also affect their perseverance and sustained interest (grit) in the learning process. Therefore, this study seeks to examine the grit and motivation in foreign language particularly in the context of French language through the lens of Social Cognitive Theory. A total of 277 undergraduate students studying French as a third language at a public university in Malaysia participated in this study by answering questionnaires comprising validated scales measuring grit and motivation. The data, which were later analysed using SPSS, indicated that students’ motivation was not related to gender or academic stream. However, several interconnected factors were found to influence motivation. These factors include personal factors (consistency of interest and perseverance of effort), behavioural factors (self-efficacy, intrinsic value, and test anxiety) as well as environmental factors (cognitive strategy use and self-regulation). The study further provides an overview of how grit acts as an important element in sustaining students’ motivation. Pedagogical implications include the need for educators to design learning environments that foster resilience, goal-setting, and long-term commitment among French as foreign language learners.
Saidah Ismail, Haslinda Md. Isa, Irma Wahyuni Ibrahim et al.· International journal of res...· 0 citations
As foreign language learning, particularly French, becomes increasingly important in Malaysia, there is a growing need to understand how learners’ confidence, motivation, and determination influence their success in acquiring the language. Self-regulation, grit, and motivational beliefs are among the factors that are associated with academic success. However, research combining all these variables together and focusing on French as a foreign language context remains limited and underexplored. Hence, this current study aimed to examine the interrelationships among French language learners. The objectives of the study focused on three main areas: differences across gender and academic streams, learners’ perceptions of self-regulation, grit, and motivational beliefs, and the connections among these constructs. To address the research goals, a quantitative survey was administered to 277 learners undertaking French language courses. Data were gathered using a questionnaire comprising four sections: demographic background, grit (12 items), motivational beliefs (17 items), and self-regulated learning strategies (7 items). The instrument demonstrated good reliability (α = .852). Analysis of the data revealed that learners displayed positive levels of self-regulation, perseverance, self-efficacy, and perceived value of learning French. Gender and academic disciplines did not significantly affect the findings. Additionally, self-regulation was found to be positively related to both grit and motivational beliefs. The findings further indicated that self- regulated learners are more likely to be grittier and to possess stronger beliefs about their learning abilities. This study contributes to a better understanding of foreign language learning by highlighting the interplay between self-regulation, grit, and motivational beliefs. The findings imply that learners may be able to maintain motivation, manage difficulties, and stay engaged in foreign language acquisition with the encouragement of self-regulated learning approaches from instructors.
Haslinda Md. Isa, Saidah Ismail, N. Mustafa et al.· International journal of res...· 0 citations
With growing pressure in today’s world, students are facing burnout from meeting academic demands. This may influence students’ motivation and academic engagement, which causes growing concern in higher education. Therefore, this study is conducted to examine the influence of burnout on students’ motivation by integrating the Job Demands–Resources Model and Expectancy–Value Theory. These relationships are then tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). A questionnaire consisting of three components including value, expectancy, and affective was distributed to 125 undergraduate students. The results were then analysed using SmartPLS, following a two-stage procedure involving measurement and structural model assessment. The findings revealed that the measurement model exhibited satisfactory reliability and validity across all constructs. Structural model results revealed that disengagement exerted significant effects on all three motivational components (value, expectancy, and affective), indicating its strong and consistent influence on students’ motivational beliefs and emotional responses toward learning. Exhaustion, however, showed a more selective impact, significantly influencing expectancy but not value or affective components. Overall, the results suggest that motivational withdrawal affects students' motivation greater than emotional fatigue. These findings contribute to a more detailed understanding of how multiple aspects of burnout may affect students' motivation. The study also highlighted that PLS-SEM is useful in studying the complex relationship between psychological constructs. The results of this study contribute to addressing students’ loss of interest and highlight the role of educators in supporting student motivation during lessons.
Saidah Ismail, Haslinda Md. Isa, Noor Hanim binti Rahmat et al.· International journal of res...· 0 citations
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