The Role of Motivation and Effort in EFL Learning Achievement: A Case Study of Wollo University English Language Improvement Centre in 2016 E.C.
DOI:
https://doi.org/10.63300/Keywords:
Motivation, Effort, EFL Learning Achievement, English Language Improvement Centre (ELIC), Mixed-Methods ResearchAbstract
English is spoken by millions around the world and serves as a primary medium for global communication. As a result, learning English as a foreign language (EFL) has become essential for learners globally. This research investigated the role of motivation and effort in EFL learning achievement at Wollo University English Language Improvement Center (ELIC) in Ethiopia. The study employed a convergent parallel mixed-methods approach, combining both quantitative and qualitative data from 100 EFL learners and 10 EFL teachers. Grounded in theoretical frameworks such as Dörnyei’s L2 Motivational Self System, Gardner’s socio-educational model, and Pintrich and Schunk’s motivation theories, the study aimed to: Explore the types and levels of motivation and effort among EFL learners. Examine the relationship between motivation, effort, and learning achievement. Identify the factors that influence motivation and effort among EFL learners at Wollo University ELIC. Data collection involved a questionnaire, a language proficiency test, and semi-structured interviews. Quantitative data were analysed using statistical methods including Pearson correlation to identify relationships between motivation, effort, and achievement. The study offered a holistic view of EFL learners’ motivational profiles and contributed valuable insights for learners, teachers, curriculum developers, and policymakers in Ethiopia and beyond.
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