HOW CLASSROOM ENJOYMENT INFLUENCE EFL STUDENTS’ ACADEMIC MOTIVATION

Authors

  • Wajid Mahnaz Department of Education, Alhamd Islamic University, Islamabad Pakistan
  • Umair Mehmood Department of Education, Alhamd Islamic University, Islamabad Pakistan
  • Muhammad Umar Department of Education, Northeast Normal University, Changchun, China

DOI:

https://doi.org/10.52567/pjsr.v4i03.755

Abstract

As a result of the widespread belief that the personal and psychological characteristics of students have a significant impact on their level of academic engagement, a great number of studies have been carried out to investigate the role that students' characteristics play in determining their level of academic engagement. However, in the context of studying English as a foreign language, the significance that classroom fun plays in academic motivation is largely ignored. As a result, the purpose of this study was to investigate the impact that EFL students' level of enjoyment in the classroom had on their level of academic motivation. This study involved the participation of 323 students from secondary schools in Karachi. Quantitative research methods were used. The findings indicated that classroom enjoyment plays a significant role in enhancing students' academic motivation. Regarding sub-domains of motivation, students' intrinsic motivation was strongly influenced by classroom enjoyment, whereas students' extrinsic motivation was the least influenced variable. The findings further followed by the discussion, implications and the constraints of the study.

Keywords: Classroom enjoyment; academic motivation; EFL learners; self-determination theory

Additional Files

Published

2022-09-30

Issue

Vol. 4 No. 03 (2022): Pakistan Journal of Social Research PJSR

Section

Research Article

License

Copyright (c) 2022 Wajid Mahnaz, Umair Mehmood, Muhammad Umar

Creative Commons License

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How to Cite

[1]
“HOW CLASSROOM ENJOYMENT INFLUENCE EFL STUDENTS’ ACADEMIC MOTIVATION”, Pak. J, Soc. Sci., vol. 4, no. 03, pp. 659–665, Sep. 2022, doi: 10.52567/pjsr.v4i03.755.