Motivating adult learners in online and distant foreign language learning



4. Chapter: Practical Implementation

4.1 Methods

To identify the motivational tendencies an online survey among Russian online and distance adult students was conducted. The first aim of our survey was to identify the main motives for choosing online/distance platforms for foreign language learning. The second aim was to discover, which type of motivation is the most common in online and distance learning. The third aim was to find the correlation between types of motivation and techniques of the enhancing motivation that are effective for each type. The fourth one was to compare the type of motivation with the progress of the language learning. The fifth aim was to find out, whether there is a tendency for one gender to choose a specific type of motivation. After that, the results should be analyzed in order to reveal the clusters of the reasons.

For our survey we devised an opinion poll based questionnaire with a 5 point Likert scale: strongly agree, agree, not sure, rather disagree and, disagree. We asked 32 male and 32 female (64 overall) adult Russian online/distance students from 18 to 45 years old to participate in it. Due to the need of a large amount of students we searched for participants on English, German, Spanish and French learning forums, websites and among fellow students. We asked those people, who are willing to or already learning a foreign language online/distantly, to fill in our Google form with the questions.

Our questionnaire consisted of 5 units. The first unit concerned the general information about participants' gender, age, duration of learning a foreign language and its level. The first question was to choose your gender (male/female). The second one had two categories of the age. One category was from18 to 29 years old and the second one was from 30 to 45. The third question concerned the duration of learning. We divided the duration of learning into 3 groups. The first one was from 1up to 2 years. The second one was from 3 to 5 years. And the third group was from 6 to 10 years. The question regarding the level of students consisted of three possible answers: beginner, intermediate and advanced.

All our next 4 units included 5-pont Likert scale with the alternatives labeled: “strongly agree,” “agree,” “not sure,” “rather disagree” and, “disagree.” The second unit of the questionnaire revealed the reasons for choosing online/distance learning. The statement “I study a foreign language online/distantly because” was followed by the reasons (e.g., “I do not have time to go to courses”). The task of a participant was to choose to what degree he agrees with each of the statements. We included such reasons as practical convenience, psychological comfort, learning features that usually are well-developed and used by adults (control over learning and concentration) and personal benefits of such education. After the survey, we will analyse which reasons are the most frequent. It will help us to understand what should be maintained or developed in online/distance learning.

The third section regarded the two main types of motivation. Due to the fact that pedagogical psychology does not have a generally accepted classification of motivational types, in our study we relied on the classification provided by Kulyutkin, as he focused on adults' motivation specifically. We had 3 questions concerning external motivation, which is understood as the expectancy of praise for learning or the motive to avoid a punishment. To be clear external motivation stems from other people's desire for a person to learn a language. We also had 5 questions attributing to internal type of motivation, which means a need or a desire of a person to learn a foreign language. The participants were asked to express their opinion by stating the degree of their agreement or disagreement to the statements that were starting with “I study a foreign language because “.

The fourth unit of our questionnaire was oriented on internal type of motivation and its subtypes, regarding the fact that we discovered during research in the theoretical part that external motivation is less common for adult learners. We had 2 questions for each type of internal motivation: utilitarian, motivation of prestige and motivation for the sake of knowledge. 64 respondents had to rate the reasons of the importance of the learning a foreign language in order for us to be able to detect their type of internal motivation. All the statements in this section started with “Studying a foreign language is important for me because”. We should mention that the third and the fourth unit in the questionnaire will help us to understand, which types of motivation are the most prevalent in online and distant learning formats. Moreover, we will use the results from these questions to complete our fourth and fifth aims. We will compare information from the 1 unit regarding students' duration of study, level and gender with their type of motivation.

The fifth section was based on motivational techniques. We included 8 types of techniques discovered in the theoretical part of our research: sustain positive environment, adapt program to students' needs and interests, discuss subgoals with your learners, provide constructive feedback, introduce more creative tasks, maintain and increase students' confidence, study information about the culture of a language and, lastly, provide the opportunity for learners to interact with native speakers and use the language naturally. The participants had to decide to which degree they agree to the statements that began with “I feel a desire to make more efforts in a foreign language when”. The purpose of this unit was to identify, which motivational triggers work better on each type of motivation. Additionally, we could trace which techniques tend to work better on students' motivation overall.

4.2 Results and discussion

The main motives for choosing online and distance foreign language learning.

We incorporated 8 questions from the second section into 4 main reasons why people decide to learn foreign languages ??online/distantly and calculated the percentage of answers.

Table 1shows the answers to unit 2 of the questionnaire.



Table 1. Answers to unit 2.

Unit 2	strongly agree	Agree	not sure	rather disagree	Disagree
1.Practical convenience	6,30%	59,40%	15,60%	9,40%	9,40%
2.Psychological comfort	15,60%	37,50%	28,10%	12,50%	6,30%
3.Adult learning features	9,40%	21,90%	34,40%	21,90%	12,50%
4.Personal benefits	18,80%	25%	40,60%	12,50%	3,10%

As we can observe, the most popular reason for choosing online and distant foreign language learning is the practical convenience. 66 % of participants agree that they decide to study online/distantly because they do not have to spend time commuting and can learn whenever they have free time. The second common reason is learners' psychological comfort. 53 % of respondents agree that they do not feel anxious and judged during this type of lessons. On the third place according to popularity of reasons are personal benefits. 44% agree that their interests are better met and they can be more active. On the last position appeared to be adult learning features. Only 31 % think that they can be more concentrated and in control over their learning via online and distant studies.

Analyzing the results of this part of the questionnaire, we can note that adult learners value the most time saving in online and distance learning due to the fact that they objectively have a great amount of responsibilities that are sometimes more important than language learning. Adult learners have such responsibilities as paying bills and taking care of their family and household, which directly affect their quality of life. Moreover, adult learners take care of their emotional well being and that is why they value psychological comfort and want to avoid anxiety and judgment. Many learners had negative experience learning a foreign language at school and they do not want to have such an experience again. However, less than a half of all participants believe that their interests and needs are better met in online/distance learning and that they can be more concentrated. We can explain this by saying that those reasons can be also attributed to individual language learning, and, therefore, these reasons are not considered as decisive in favor of online and distant language learning. Furthermore, a minority find themselves more concentrated and in control over their learning while it is not a priority for some learners and then might not have developed these skills at a high level.

Prevalent types of motivation in online and distance foreign language learning.

For the table number 2 we calculated the percentage of agreement to the statements concerning external and internal motivation.

Table 2. Answers to unit 3.

Unit 3	strongly agree	Agree	not sure	rather disagree	Disagree
1. external motivation	5,20%	15,60%	16,60%	23%	39,60%
2. internal motivation	59,30%	25,80%	10,40%	4,20%	0,30%

Table number 2 clearly represents that a vast majority of online and distance foreign language learners rely on internal motivation, which confirms Kulyutkin's theory that external stimuli stop being key motives for adults in contrast to younger learners (1972). Adult students choose to learn a foreign language, as they see the interest or benefit of language learning and not someone else. They might want to have a higher position in the job market, to travel or simply be broad-minded. Only several people agreed to statements concerning external motivation. It can be explained that some participants have to study a foreign language as a part of their university program, even though their profession is not connected to foreign languages and sometimes students do not have any interest in learning it. Such students may struggle with language learning and take part on online/distance language learning simply because they need help with their tasks and exams and want to get a minimal mark in order to continue their education. Other 85 % of participants answered positively or highly positively regarding the reasons of internal motivation.

Let us continue and analyze the table number 3.



Table 3. Answers to unit 4.

Unit 4	strongly agree	Agree	not sure	rather disagree	Disagree
1. Utilitarian motivation	57,80%	28,10%	10,95%	0%	3,15%
2.Motivation of prestige	15,65%	35,95%	17,20%	15,60%	15,65%
3.Motivation of knowledge	37,50%	37,50%	12,50%	6,30%	6,30%

In the table above the results concerning the subtypes of internal motivation are presented. We had two questions per each type of motivation and calculated the average. It must be clarified that there might be a little fault in the numbers, as people with external motivation also answered positively to statements regarding some types of internal motivation, which means that their motivation might be mixed. We can observe that 86 % of respondents agreed to questions concerning the utilitarian type of internal motivation. Most importantly almost no one disagreed that they learn a foreign language for a practical usage. This means that most of the learners participate in online/distant language learning for personal or social reasons. For example, some of them want to have a higher salary or promotion. Others want to communicate with native speakers. In addition, these results confirm the theory of distinctive features of adult education, regarding that adult learners do not spend their time on activities they see no interest and application in.

We can also claim that the second prevalent type of motivation is motivation of knowledge. 75% agreed that they learn a foreign language due to the interest in the process of learning and in languages.

The minority (52%) stated that they agree that their point in learning a foreign language is to become a more interesting person and even become better than others, which can be attributed to the motivation of prestige.

Moreover, according to our statistics and analysis of answers of separate persons, it can be highlighted that by analyzing the statistics from the table number 3 it is obvious that the most part of the participants has several types of motivation rather than one. Furthermore, approximately one third of them had all three types of motivation to some extent. We can interpret this in the way that adult learners want to accomplish several aims by learning a foreign language. However, one type of motivation is expressed stronger in almost all cases. Summing up, via our analysis of results of the questionnaire we can deduct that all types of internal motivation take their place in language learning and all of them are frequently obtained by online/distant foreign language students. Nevertheless, online/distance learners mainly have internal utilitarian motivation and motivation of knowledge combined or only utilitarian motivation. Therefore, the most prevalent type of learners' motivation is utilitarian. The second place takes the motivation of knowledge.

The correlation between a type of motivation and motivational triggers.

In order to understand, which types of motivational techniques are most effective for each motivation, at first we should analyze their overall efficiency in the table number 4.

Table 4. Answers to unit 5.

Unit 5	strongly agree	Agree	not sure	rather disagree	Disagree
1. positive environment	43,80%	31,30%	18,80%	3,10%	3,10%
2. meeting interests and needs	53,10%	40,60%	6,30%	0,00%	0,00%
3.clear subgoals	43,80%	43,80%	9,40%	0,00%	3,10%
4. constructive feedback	31,30%	53,10%	9,40%	3,10%	3,10%
5.creative tasks	25%	28,10%	31,30%	12,50%	3,10%
6. self-confidence	34,40%	50,00%	9,40%	6,30%	0,00%
7. knowledge about culture	34,40%	40,60%	21,90%	3,10%	0,00%
8. communication with native speakers	46,90%	28,10%	3,10%	12,50%	9,40%

Table 4 shows that all eight techniques are effective and motivate students, as the percentage of participants' disagreement to all of them is rather low (from 0% to 12.50%). The most influential one according to the results of our questionnaire is meeting interests and needs of the student. 94% of participants stated that they want to make more efforts when lessons fit their goals. Moreover, clear subgoals, constructive feedback and self-confidence are highly motivating according to approximately 85% of respondents. Positive environment, information about culture and communication with native speakers are also rather effective according to 75 % of students. Unfortunately, their opinion about the effectiveness of creative learning was not that positive. Only 53% believe that creative tasks boost their desire to learn a foreign language. These results can be understood, as adult students usually start learning a foreign language in order to achieve a specific goal (utilitarian motivation), that is why their motivation is enhanced the most when they acknowledge that the material they are learning is useful for their goals. Other techniques, which directly influence the result, such as constructive feedback, self-confidence and clear subgoals are considered to be effective regarding the same reason.

By analyzing the answers of students with utilitarian motivation, we made sure that they all chose “highly agree” to the 2 question attributing to meeting the needs and interests. In addition, there was a tendency for people with utilitarian motivation to respond that creative tasks do not motivate them.

For people with the motivation of knowledge the communication with native speakers and cultural knowledge tend to be most effective.

Our results did not reveal any students who had only one type of the motivation of prestige, but the once who had it all highlighted the positive environment as a motivational factor that significantly facilitate their motivation.

Assessing the relationship between a type of motivation and progress in foreign language learning.

Regarding the analysis of motivation and foreign language learning progress we will use the tables number 3,4,5,6.

Table 5. Answers to unit 2.

Duration of study	1-2 years	3-5 years	6-10 years
Number of respondents	10	14	40

As we can see in the table, 40 students study a foreign language for a long period of time, from 6 to10 years. 14 learners study a bit less, from 3 to 5 years. And a minority of 10 people started to learn a foreign language for 1 or 2 years ago.

Nonetheless, we can deduct that most of our participants still have a long experience of language learning. Let us now look at the table number 6.

Table 6. Answers to unit 2.

Level of a foreign language	Beginner	Intermediate	Advanced
Number of respondents	9	23	32

It is seen from the table 6 that 32 respondents achieved advanced level in language learning. A bit less amount of students (23) is at the intermediate level at the moment. Lastly, only 9 participants possess a beginner level of a foreign language.

If we compare the tables number 5 and number 6, we can notice that the quantity of duration of learning is almost equal to the levels of foreign language knowledge. For instance, it is presented in the table number 5 that 10 students learn a language for 1-2 years. By looking at the table number 6 we observe that 9 students obtain a beginner level. Therefore, we can assume that the level of knowledge definitely depends on the duration of learning. However, if we look at the columns of intermediate and advanced level and compare it to the duration, we notice that the numbers do not directly correlate as in the columns of beginner level. It is clear that not only duration of learning influences the result. If we apply to the tables 3 and 4, we remember that the prevalent part of our participants has utilitarian and motivation of knowledge. As it is noted in the table number 6 that the most of the participant obtain advanced level, we can draw a parallel between the utilitarian type of motivation and motivation of knowledge and success in language learning.

With the aim to prove this theory we analyzed the results of students and found out that people with external motivation obtain a beginner and intermediate levels though the duration of their learning is up to 10 years. People who obtain a motivation of prestige among other types of motivation are prone to achieve intermediate level while studying for 6-10 years. Students with the motivation of knowledge tend to be successful in language learning. Their progress is stable, as it depends mostly on the duration of learning.

The most success of advanced level in results of our analysis showed people with utilitarian type of motivation. Such students have a tendency to acquire a higher level in a shorter amount of time.

Relationships between gender and type of motivation.

In order to depict a correlation between gender and types of motivation we analyzed the answers of each participant and used the tables 3 and 4 concerning motivation types in the table number 7.

Table 7. Answers to unit 2, 3, 4.

Type of motivation	Female	male
External	10,40%	10,40%
Utilitarian	37,50%	48,40%
Prestige	16,00%	35,60%
Knowledge	46,00%	29,00%

By looking at the table number 7, we can observe that the quality of men and women with external motivation was the same. Thus, external motivation does not depend on gender. The situation is different with utilitarian motivation. 48.4 % of men in contrast to 37, 5% of women possess utilitarian type of internal motivation. Moreover, more male than female students tend to have the motivation of prestige. But 46% of female students comparing to 29% male learners were identified as obtaining the motivation of knowledge.

The analysis above identifies that men are usually driven to foreign language learning by the motives such as promotion, higher salary and other social statuses, because as a rule they are considered to be more competitive than women. But the percentage of men and women with utilitarian motivation did not differ dramatically. However, the analysis showed that twice more men study a foreign language because they want to be better than others. Furthermore, more women participate in language learning because of the interest in foreign languages and learning itself.



Conclusion

The success in a foreign language acquisition depends on many factors such as age, place of learning, mental abilities but also motivation (Stoen & Haugan, 2016). So in this research we decided to focus on the motivation of adult learners in online/distant foreign language learning.

During our research we found out that online and distance learning have their distinctions, advantages and disadvantages. We discovered how adult age group differs from other age groups and why it is important. After that we studied the notion of motivation, various theories of types of motivation. We explored that pedagogical psychology does not have a one standard classification, rather than all the scholars identify two roots of the types of motivation. In other words, a motivation can be internal, coming from the inside and external, coming from the outside. Furthermore, we detected a classification suggested by Kulyutkin and Sukhobskaya (1971). It was also stated there that motivation can be external an internal. However, Kulyutkin understood external punishments and obligation as an external factor. In addition, internal motivation has three main subtypes. Regarding that no research has been carried out with this classification in online foreign language learning, we chose it for our research.

During the practical part of our work we detected that most of the students want to study a foreign language online and distantly because it is more convenient and less stressful. It can be helpful to perfect the convenience of such learning in order to engage even more students with limited amount of free time. Moreover, the main type of adults' motivation who study a foreign language online/distantly appeared to be utilitarian. It was often followed by the motivation of knowledge. It must be highlighted that little percentage of people possessed an external type of motivation; this is what Kulyutkin claimed in his theoretical work. It is also crucial to mention that more than a half of the students had two or even all three types of internal motivation. Only rarely learners had only utilitarian or only the motivation of knowledge and no one had the motivation of prestige as the only present. However, one type of motivation was always more dominant. Therefore, we can conclude that students often possess several types of motivation and all of them should be revealed and maintained. In the part of our research concerning the effectiveness of motivational techniques it was observed that all the motivational techniques listed in the theoretical part of the work were sufficient. Nevertheless, using the creative tasks in language learning as a motivational technique scored the lowest number of agreements, though it was still more than 50%.

By the further analysis we discovered that students with utilitarian motivation value the most the adaptation of their lessons to their needs and interests. Similar results had clear subgoals and constructive feedback. However, creative tasks were least motivating for them. Students with the motivation for knowledge attributed communication with native speakers of a language and learning new information about a culture of a foreign language as highly motivating. Learners, who obtained a motivation of prestige agreed mostly to the statements regarding a positive learning environment.

Considering this information, it is clear that all the techniques should be used in language learning and the usage of creative tasks should be considered individually with learners. It can be suggested to explain the importance and relevance of creative tasks to students, because they might not be aware of all the advantages of such tasks.

Furthermore, we studied how the type of motivation correlated with the successful foreign language acquisition. The results of our research showed that utilitarian motivation and motivation of knowledge influence more positively on the foreign language learning, meanwhile the external type of motivation was least effective in the language learning. Besides, we analyzed the relationships between gender and types of motivation and found out a tendency for male students to be driven by utilitarian and prestige motives, meanwhile the higher amount of female students had a motivation of knowledge. It should be noted that the difference between men and women with utilitarian motivation is rather low, so, in overall, this type of motivation is the main one for both genders.

As it was shown in our research and numerous other studies motivation is a significant component in L2 acquisition. That is why it is important to identify all motives and combinations of motivation that students possess. It is recommended to use short questionnaires in order to understand a type of motivation of each student and elaborate the curricula in accordance with the results. At the same time it should not be forgotten that motivation is only a variable that can facilitate or inhibit the learning process. The successful foreign language acquisition is interrelated with social and individual factors that may be unique to each learner specifically. As a matter of fact each student's characteristics should be viewed individually.



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Appendix

Questionnaire

1. General information

1. Choose your gender

Male Female

2. Choose your age

18-29 30-45

3. How many years do you learn a foreign language?

1-2 3-5 6-10

4. At which level are you by now?

Beginner intermediate advanced

2. Reasons for choosing online and distant foreign language learning

I study a foreign language online/distantly because

1. I do not have time to go to courses

Strongly agree agree not sure rather disagree disagree

2. It is more convenient to study whenever I have free time

Strongly agree agree not sure rather disagree disagree

3. I can be more active during lessons

Strongly agree agree not sure rather disagree disagree

4. I do not fill judjed

Strongly agree agree not sure rather disagree disagree

5. My needs are better met

Strongly agree agree not sure rather disagree disagree

6. I have more control over learning

Strongly agree agree not sure rather disagree disagree

7. I feel more comfortable, do not have anxiety

Strongly agree agree not sure rather disagree disagree

8. I can concentrate on learning better

Strongly agree agree not sure rather disagree disagree

3. External/internal motivation

I study a foreign language because

1. it makes me better qualified

Strongly agree agree not sure rather disagree disagree

2. I am required to study a foreign language

Strongly agree agree not sure rather disagree disagree

3. I will get a reward (bonus)

Strongly agree agree not sure rather disagree disagree

4. I want to be able to speak with native speakers

Strongly agree agree not sure rather disagree disagree

5. I am interested in the culture of the language

Strongly agree agree not sure rather disagree disagree

6. I want to move to another country

Strongly agree agree not sure rather disagree disagree

7. I will be penalized if I don't

Strongly agree agree not sure rather disagree disagree

8. I want to use foreign language while travelling

Strongly agree agree not sure rather disagree disagree

4. Types of internal motivation: utilitarian, prestige, knowledge

Studying a foreign language is important for me because

1. I like the process of learning

Strongly agree mostly agree agree not sure do not agree

2. I want to become more unique

Strongly agree mostly agree agree not sure do not agree

3. I will have more perspectives in the future

Strongly agree mostly agree agree not sure do not agree

4. it will help me to get promoted

Strongly agree mostly agree agree not sure do not agree

5. I like learning languages

Strongly agree mostly agree agree not sure do not agree

6. I want to be better than others

Strongly agree mostly agree agree not sure do not agree

5. Motivational triggers

I feel a desire to make more efforts in a foreign language when

1.a teacher supports and encourages me

Strongly agree agree not sure rather disagree disagree

2.lessons fit my goals and interests

Strongly agree agree not sure rather disagree disagree

3. I know steps that need to be taken in order to achieve my overall goal

Strongly agree agree not sure rather disagree disagree

4. I get a constructive feedback

Strongly agree agree not sure rather disagree disagree

5. I perform more creative tasks (brainstorming, case studies etc)

Strongly agree agree not sure rather disagree disagree

6. I feel confident about myself and my success

Strongly agree agree not sure rather disagree disagree

7. I learn more about the culture of a foreign language

Strongly agree agree not sure rather disagree disagree

8. I communicate with native speakers

Strongly agree agree not sure rather disagree disagree

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