Rationale of the study
After over a decade of teaching English, I remain puzzled by the varying levels of success among my students, despite their similar backgrounds and learning environments A year ago, I overheard a student's mother discussing the crucial role of motivation and her son's "ideal self" in his achievements This sparked my interest in studying the significance of the Learner Ideal Self in relation to English language success among students at The Border Guard Academy.
Motivation is crucial for success in learning a second or foreign language, as highlighted by numerous linguists Dornyei (2001) emphasizes the significance of teachers in fostering motivation, stating that "teacher skills in motivating learners should be seen as central to teaching effectiveness." This underscores the vital role educators play in enhancing student engagement and achievement in language studies.
Motivation plays a crucial role in the success of learners studying a second language, as emphasized in 1989 Higher motivation levels lead to increased time and effort dedicated to learning various aspects of the language.
The impact of the learner ideal self on English language acquisition among students at the Border Guard Academy requires thorough investigation to uncover definitive insights.
Aim of the study
This research aims to explore the impact of learners' ideal selves on their success in learning English at the Border Guard Academy The findings will provide valuable insights for both teachers and students, enabling them to enhance their English teaching and learning strategies for improved outcomes.
Objectives of the study
The objectives of the study are as follows:
- To examine the kinds of motivation that affect the learners’ success in English learning of the learners at the Border Guard Academy
- To examine the extent of effect of learner ideal self on the success in English learning of the learners at the Border Guard Academy
To understand the factors that contribute to the development of the ideal self among learners at the Border Guard Academy, it is essential to identify strategies that can effectively maintain and enhance this ideal self By fostering a supportive environment and implementing motivational techniques, the Academy can encourage personal growth and commitment among its students, ensuring they embody the values and skills necessary for their roles in border security.
Research question
In order to achieve the aims and objectives mentioned above, I have designed the following research question:
- How does learner ideal self affect English studying process of learners at the Border Guard Academy?
Scope of the study
This study focuses on the theories of motivation, particularly in the context of second and foreign language learning, with an emphasis on the learner ideal self, a concept from the L2 Motivational Self System developed by Dürnyei (2005) Due to time and length constraints, the research specifically examines fresh students at the Border Guard Academy The findings offer valuable suggestions for enhancing the construction of the learner ideal self in English learning and teaching, aiming to improve English proficiency among students.
This study employs a mixed-methods approach, integrating both quantitative and qualitative research techniques Quantitative methods facilitate the collection of data from a large participant pool, while qualitative methods provide deeper insights into the research topic The research process begins with the collection of data through questionnaires and interviews conducted with new students Subsequently, the gathered data is analyzed, presented, and discussed Finally, the study concludes with comments, recommendations, and conclusions drawn from the analysis of the questionnaires and interviews.
The completed study will significantly enhance English language learning and teaching at the Border Guard Academy Currently, there is a lack of focus from both teachers and students on the emerging trends in second and foreign language motivation This research is expected to provide valuable insights and benefits for educators and learners alike.
Teachers are equipped with insights on motivation and the concept of the learner's ideal self, which they integrate into their English instruction By not only imparting essential English knowledge but also employing strategies to foster student motivation, they encourage learners to enhance their English skills effectively.
The study's findings will enhance students' understanding of their ideal selves, motivating them to learn English not just as a requirement, but as a gateway to new opportunities By envisioning their ideal selves, students are more likely to achieve success in mastering the English language.
This study is relevant not only for English learning and teaching but also for individuals across various disciplines at the academy However, its success serves merely as a recommendation for researchers in other fields To achieve accurate results, it is essential for them to engage in extensive related research.
The work is divided into 3 main parts as follows:
Part A: Introduction Part B: Development Chapter 1: Theoretical Background Chapter 2: Methodology
Chapter 3: Data Analysis and Findings Part C: Conclusion
PART B: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Learner ideal self
In all walks of life, the word ‘motivation’ seems to have been increasingly predominated For example, we always hear of the terms ‘a motivated workforce’,
The term "motivated students" or "motivated buyers and sellers" is widely used, yet achieving a clear and comprehensive understanding of its definition remains challenging Despite the efforts of numerous researchers dedicating their time to this topic, a definitive explanation has yet to be established.
The folk motivation theory, often referred to as the carrot-and-stick approach, suggests that individuals are driven by the anticipation of rewards or the fear of punishment This straightforward concept resonates easily with people; however, it falls short of addressing the complexities inherent in human behavior.
The carrot-and-stick approach focuses solely on external rewards and punishments, highlighting the need for a more comprehensive understanding of motivation To address this gap, Deci and Ryan developed self-determination theory, which explores how individuals convert their desires into structured efforts This theory differentiates between intrinsic motivation, driven by internal satisfaction, and extrinsic motivation, influenced by external factors.
Engaging in activities purely for their inherent interest or enjoyment is a fundamental aspect of intrinsic motivation (Ryan & Deci, 2000b, p.55), contrasting with the more superficial motivations often deemed "pale and impoverished." Additionally, it is essential to explore mastery and performance goal orientations, which encompass two distinct types of goal motivations that can influence behavior and achievement.
In mastery goals, individuals focus on skill acquisition and task mastery, prioritizing personal growth over enjoyment Conversely, in performance goals, people engage in tasks primarily to showcase their abilities and seek recognition from others, emphasizing external validation.
Atkinson and his colleagues formulated the achievement and attribution theory, highlighting that motivation consists of two key components: the desire for success and the drive to avoid failure Additionally, Weiner's attributional theory posits that individuals interpret their experiences of success and failure subjectively, and these interpretations significantly shape their future behaviors, rather than the actual outcomes themselves.
Self-efficacy, a concept developed by Albert Bandura, refers to an individual's belief in their ability to succeed in specific situations, playing a crucial role in his social cognitive theory that highlights the importance of observational learning and social experience in personality development Individuals with high self-efficacy tend to perceive challenging tasks as opportunities for mastery rather than obstacles to avoid, although they may face failures due to inadequate preparation Conversely, those with low self-efficacy are often motivated to explore and learn about unfamiliar subjects Additionally, the concept of competence, as proposed by Elliot and Dweck, emphasizes that competence is a fundamental psychological need that significantly influences emotions, thoughts, and behaviors across different ages and cultures, leading individuals to seek experiences of competence while avoiding feelings of incompetence.
1.1.1.2 The motivation in second/ foreign language learning
Motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of second/foreign language
Motivation is crucial for second language (L2) learning, as it serves as the initial catalyst for starting the learning journey and remains essential for maintaining progress throughout the often challenging process According to Dürnyei (1998), all other factors influencing L2 acquisition rely on a certain level of motivation.
Motivation has long been a central theme in second language (L2) learning research, given its complex and multifaceted nature Various theories and models have emerged to explore the different components that influence L2 motivation, highlighting the significance of these motivational factors in the language learning process.