Children’s motivation factor in foreign language learning

According to Dornyei (2001), the definition of motivation refers to the choice of a particular action, the persistence with it, and the effort expended on it (p.8). Furthermore, he explains that motivation is the rea-son people want to do something, the time people would rather spend on this activity, and the amount of efforts they would like to make on it.

The motivation in second language learning is defined by Gardener (1985) as in the following:

First, the individual displays some goal-directed activity, and second, that person expends some effort.

Moreover, questioning the person would show a desire or ‘want’ for the goal in question and favorable

at-titudes toward the activity of learning the language. In short, motivation involves four aspects, a goal, ef-fortful behavior, a desire to attain the goal and favorable attitudes toward the activity in question. (P.50) Furthermore, he argued that motivation cannot be real motivation if one only has the desire to learn but does not do any effort, especially, the young children’s motivation and actions of learning a second language are significantly affected by their parents’ encouragement (Gardener, 1985). He also argued that:

The children’s perception of their parents’ support is not directly related to their performance in class, though it is related to their willingness to continue language study and in their own assessments of how hard they work to learn the second language. (Gardner, 1985, p.122)

He believes warm and supportive encouraging environment provide the child better motivation in learning second language more effectively.

Meanwhile Dickinson (1995) confirmed the important role motivation plays in children’s foreign language learning by arguing that children’s own motivation is the driven force of their learning rather than outside factors.

Motivation for children in learning foreign languages can be various. Children have different motivations in learning English. It might be academic motivation or playing computer games which are in English.

Some children may like learning English just because they like watching English cartoons. When children have motivation in learning they would engage more in learning actively. According to the types of motiva-tion, the result (Tagant, 2006) revealed that both primary school students and secondary school students con-sidered learning English to help with their future work, communicate and travel. Specifically, a comparative study about motivation in English learning in China, Japan and Iran indicated that China, like Japan, has extremely exam-oriented educational system. English is a subject for university entrance exam. English proficiency is a requirement in recruiting jobs in international companies in China. The motivation for Chi-nese students to learn English is more instrumental to get better job and better score in the future. The stu-dents feel obligatory to learn English for their parents’ purpose. Stustu-dents are financially relied on their par-ents in university. Most of the young people choose the job their parpar-ents prefer even though they do not like (Taguchi, Magid, & Papi, 2009). However, it is also true that, for young children, when they have less pres-sure about entrance exam they have less instrumental motivation of learning English. The motivation for

children to learn English are quite different from adults. Henry (2013) discussed how digital games motivate students in learning English in Sweden. He further argued that the digital games were popular among stu-dents in their life outside school. Stustu-dents can also learn English through online and offline games. This also initiates some ideas such as teachers could make plans to combine the classroom teaching with the stu-dents’ real, authentic lives (Henry, 2013). Similarly, Stockwell (2013) also addressed the benefits of tech-nology in English-language teaching and learning. He illustrated that through social technologies such as Facebook, emails, and blogs, students can communicate with the native speakers in authentic ways. Mobiles become popular in language learning. There are many devices which support language learning. However, he argued mobiles were still less accepted by learners to use in learning. They prefer to use it in casual life.

According to Enever (2015), the digital technologies can enhance parent school partnership. Through online programs, children, especially who have less time of English class in school, can learn English in a relax environment.

It is very important for parents, teachers, and school to know what really motivate children so that they can provide efficient support. On the contrary, if children’s motivation factor is not considered the outcome of supporting can be negative. Since in China, English is taught as a foreign language. Children have fewer chances to learn from a native context. Their motivation in cultural perspectives also affects their attitude in learning English. Even though most of the children are instrumental oriented motivation in China (Taguchi, Magid, & Papi, 2009), children are also motivated by many other factors. When parents understand their children’s own motivation they can support their children in a better way. Schools may also change their environment or promote some cultural activities to motivate children learn English in a more authentic ways.

Teachers may also work on forming small informal English learning clubs for children so that they can have a nice community.

The importance of considering children’s motivation for parents is apparent. Tragant (2006) found all students who showed positive attitude in learning English who gained better achievement, regardless of age.

According to Brown (2007), children’s motivation and affective factors of learning foreign languages should be carefully considered when there is parental involvement in supporting foreign language learning. The quality of parental involvement is much more important than the quantity of involvement. A recent joint

research (Moroni, etal., 2015) focused on the quantity and quality of parental involvement with supervision of children’s homework. The result showed large amount of intrusive parental involvement did not impact positively children’s learning outcomes in German language learning and reading achievement (Moroni, etal., 2015). However, the quality of parental involvement influence positively in children’s learning out-comes. Students who reported more supportive involvement from their parents showed higher German grades and reading achievement while students who reported more intrusive involvement showed lower German grades and reading achievement (Moroni, et al., 2015). It is apparent that good quality of parents’

support lead to better result. Not all parental involvement can bring positive outcomes.

Children have much potential to use the language to interact with others. Younger children show slow-ness in not only language skills but also in cognitive development. The division of language into skills or topics does not fit the appropriate age of young children in learning English. Vocabulary and interaction seems more important for young children. Vocabulary conveys the authentic meaning while children learn new things through interaction. Grammar can be treated in the children's interaction development. Cameron (2001) summarized the key learning principles for children:

Children actively try to construct meaning.

Children need space for language growth.

Language in use carries cues to meaning that may not be noticed.

Development can be seen internalizing from social interaction.

Children's foreign language learning depends on what they experience. (Cameron, 2001, pp.19-20) The above-mentioned principles could provide good initiative ideas for parent supporting children' Eng-lish learning when teachers plan the activities, and when parent school interaction happens. For instance, teachers may design the activities with the consideration of what vocabularies are more related to the

children' real life. Leave children enough time in digestion and reflection about what they have learned. Par-ent school interaction provides authPar-entic environmPar-ent in children's English learning. The experience of ex-ploring new language may relate to the real life of children. With the considerations of these principles, when parent, no matter individually, or cooperatively support their children in learning English, children's intrinsic motivation could be generated. Pinter (2006) argued that children do not have advantages in

learn-ing languages as adult have in the followlearn-ing ways: adults can summarize abstract rules; can make compari-sons with first language learning; can reflect their learning, can use useful strategies. On the contrary, chil-dren learn the foreign languages if they think they are fun and useful in conveying meaning. However, this does not mean that there are no advantages for children to learn a foreign language. In fact, Pinter (2006) claimed that children can benefit learning English in the following aspects.

 Develop children’s basic communication abilities in English

 Encourage enjoyment and motivation

 Promote learning about other cultures

 Develop children’s cognitive skills

 Develop children’s metalinguistic awareness

 Encourage ‘learning to learn’. (Pinter, 2006, p. 38)

All the benefits listed above may encourage parents, teachers, and schoolwork in an effective way to support children learning English. It is natural that when children have positive intrinsic motivation they would en-joy the learning process and harp the good outcomes of learning. The figure (Brown, 1994) below suggested in detail how parent and school could support children in exploring their intrinsic motivation.

Table 3. From Extrinsic to Intrinsic Motivation in Educational Institutions (Brown, 2007, p.91)

TESTS & EXAMS peer evaluation

self-diagnosis

Teachers, schools and parents could find ideas and solutions to support children to explore the intrinsic mo-tivation. For example, parents can encourage their children to learn but not in a straight way. Parents could have nice talk about their children’s English learning and show positive aspiration. Children may feel warm caring from their parents. This could probably do help with the parent-child interaction and explore their

motivation in learning English. On the other hand, schools could give children more autonomy to explore what they want to learn, how they want to learn. Students’ motivation in learning in school could develop well when they have large space in decision-making. The teachers could also develop their lessons based on the students’ autonomy. Parent, school, and teacher could work in a harmony way so that students feel warm and being cared in learning English. Their intrinsic motivation could be promoted.

In conclusion, with the understanding and consideration of age and motivation factors, parents, teachers, and school could provide more effective and age appropriate support for children. Not only children can benefit from it all three parties (parents, teacher, and school) would harp positive result.