The role of motivation in achieving English exit examination: A case study on Thai undergraduate nursing
DOI:
https://doi.org/10.62819/jel.2024.418Keywords:
CEFR B1 level, integrative motivation, instrumental motivations, TOEICAbstract
Motivation is believed to be one of the significant factors in English language achievement. It is a primary factor that encourages students’ behavior to achieve language goals. This study aimed to investigate the motivation of third-year Thai undergraduate nursing students in English language learning (ELL). A qualitative case study and semi-structured in-depth interview were employed. Only twenty-four out of 294 nursing students successfully passed the university requirement of the Common European Framework of Reference for Languages (CEFR) B1 level with Test of English for International Communication (TOEIC) scores higher than 380 in the second semester of the academic year 2566. The results indicated that the students who acquired CEFR B1 level had both integrative and instrumental motivations. The students believed English language ability to be a key factor in their nursing career. The students also spent their free time enjoying English music and movies. Furthermore, they wished to know more about English people and their culture. It is anticipated that the findings of this study will benefit nursing students, English teachers, and university administrators in creating activities, strategies, policies, and environments to increase the student’s motivation toward achieving English language goals.
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