Introduction

Students develop confidence in many ways with their academic performance .

The perceptions of the students on their performance deal well with their studies and

accomplished tasks which increase their achievement orientation and motivation.

Adequate motivation of the students provides energy that makes it possible for

their learning to occur toward a certain direction or goal.

Learning is an active process that needs to be motivated and guided by the motives or

incentives in order for the learner to persist in learning process; therefore, learning

efficiency is impaired if there is neither explicit nor self- induced desire to learn. Low

academic performing students are characterized with low motivation, while high

performing students are those with high motivation.

Extrinic motivation refers to the driving force enabling the students enabling the students

to perform and to succeed for the sake of accomplishing a specific result or outcome.

Extrinsic motivators include parental expectations, expectations of other trusted role

models, earning potential of a course of study, and grades. The students may have to be

bribed to perform based from the external rewards ; whereas,students who seem to truly

embrace their work and take a genuine interest in it are intrinsically motivated.

Motivation is one of the principal factors influencing the high and low

academic performing students or the outcome on their education. Students’ motivation to

learn is generally regarded as one of the most critical determinants, if not the premier
determinant, of the successand quality of any learning outcome. Academic performance

involves the students’ motives todeal with their studies and how they cope with or

accomplish different tasks given to them.

The increase on motivation and engagement in learning has consistently been linked to

increased levels of student success. Development of academic motivation in students is an

important goal for educators because of its inherent importance for future motivation as

well as their effective school functioning .

Achievement values include whether or not the students likes the task, the

importance they attach to the task and the potential usefulness of the tasks. Their attitudes

toward school may be contributory to their academic performance. Their attitudes may be

characterized by positive feelings and/or negative feelings toward their studies.

High achieving students exhibit more positive academic self-perceptions, motivation, goal

evaluation, attitudes toward school,and attitudes toward teachers.

They are self-regulated individual who are cognitively,motivationally,

and behaviorally active participants in their own learning.Their self-generated thoughts,

feelings, and actions are systematically geared toward the attainment of their goals. They

use take advantage of every learning opportunities that come their way. In contrast,

low performing students may lack motivation, self-regulation skills, or a combination of

the two traits .

They are inconsistent in abilities and performance (achievement). Factors commonly

associated with their low or poor academic performance include low academic self-

concept, low self-efficacy, low self-motivation, low goal

valuation, and negative attitude toward school and low perceived control.

Extrinsic Motivation

This type of motivation is an external stimulus to learning activity. Praises and

rewards are some of the more common types of extrinsic motivation. Extrinsic motivation

is based on incentives external rewards. The extrinsic motivation, students are encourage to

do good college work by such prizes and privileges.

Extrinsic or external motivation is the term used to describe external factors th

at stimulate individual. The concept of externally motivating someone is not at odds with

the fact that motivation comes from within. The point here is that it is possible to provide

others with situations or an external environment that is motivating.

The students who are extrinsically motivated carries out an action in order to obtain

rewards or to avoid punishments from external source.

Extrinsic referred to as social motivations include parent’s influence, peer’s influence,and

media influence (Motivation Theory and Leadership , Money-Zine.com).

Extrinsic motivators include parental expectations, expectations of other trusted role

models, earning potential of a course of study, and grades (which keep scholarships

coming).
 3. factors affecting learners’ motivation :

factors affecting students’ motivation can be classified into learner’s factors,

teacher’s factors, environment factors, and teaching and learning conditions.

3.1 learner factor :

a. Aptitude:

Aptitude refers to the special ability involved in second language learning.

The relationship between aptitude and second language learning success is a very

important one , the aptitude is a major factor determining the level of success of second

language acquisition . Students can have a “good aptitude for learning”.

b Personality

Learners’ emotional states have a powerful influence on their behavior and

performance in the classroom and other learning situations. the personality factor is an

important predictor of success in second language learning. Personality traits such as self-

perception , independence and sympathy with collegues have been the measurement tools

that indicate how much the learner can be motivated .

c. Learning strategies

Learning strategies are a factor of second language learning. One definition

of learning strategies is: “Steps or actions taken by learners to improve the development of
their language skills” (Gass et al, 265). The different strategies can be appropriate for each

learner and the selected strategie sould motivate the learners .

d. learners’ belief

learners should have strong belief about how languages are learnt, how

they can achieve their linguistic goals and how much the foreign language is important for

them .

e. Age of acquisition

Age is another characteristic of learners which affects learners’ success in

second language learning. It is believed that children are better than adults at acquiring a

second language , this belief came from the hardships that confront the teacher when he

attempts to motivate the adult learners .

f. Confidence, Anxiety

Learner's motivation can vary according to their confidence and anxiety

they have toward the language they are learning and the environment they are in.

Not only is anxiety related to motivation, but it is also related to proficiency

and more so to communication proficiency,

3.2 environment’s factors :

 Learning environment involves physical conditions and classroom

management .

The classroom from inside , its chairs , tables, not to crowdy , such conditions had great

influence on students’ learning as well as their attitudes toward the subject matter. These

conditions, therefore, affected students’ motivation either positively or negatively. These

conditions related to learning environment are considered pleasant and supportive factors

in the classroom.

3.3 Teachers’ factors :

teachers' factors and appropriate teacher behaviors are mentioned as follows:

- Enthusiasm

- Commitment to and expectations for the students' academic progress

- Good relationship with the students

- Acceptance

- Ability to listen and pay attention to students

- Enthusiasm

- Commitment to the students' progress

In order to express commitment towards the students, teachers should:

- offer concrete assistance

- offer to meet students individually to explain things

- respond immediately when help is requested

- correct tests and papers promptly

- send learners copies of relevant interesting articles

- encourage extra- assignments and offer to assist with these

- Show concern when things are not going on

- be available for overtime....

-Teachers' expectations

Students should perform at a level which is consistent with the teacher's expectations.

Particularly, when the teacher sets high expectations, they are likely to perform better at

the subject matter and even feel more competent .

- Good relationship with the students

The development of student-centered teaching is related basically to the good relationship

between student and teacher .

- Ability to listen and pay attention to students .

 4. Teaching and learning conditions

a. Physical conditions

Physical conditions had great impact on students' learning as well as their attitude towards

the subject matter. These affect students' motivation either positively or negatively.

Foreign language teachers should be aware that the classroom is not only a psychological

zone but each concrete element influence strongly the atmosphere. More importantly,

teachers should create the sens of responsibility among the students to make them feel like

if they are at home .

b. A pleasant and supportive atmosphere in the classroom

Second language learning is considered one of the most challenging subjects. Language

anxiety and psychological side has been found to be a powerful factor that constitute a very

big obstacle in the learning process . Thus, it is the teacher's task to help the learners to

surpass their fear and anxiety .

The encouraging classroom climate such as the teacher's rapport with the students, the

students' relationship with each other and the norm of solidarity ; which helps students feel

safe and comfortable taking risks. It is very important to make students that mistakes are a

natural part of learning, and to ensure that they will not be criticized if they make mistakes.
It is obvious that learners have different needs , we should identify the social environment

in which the students live, their values, their interests , their character , their behavior etc.

All these factors are connected with their motives.

The social situation indirectly affects second language learning by determining

the learner’s attitudes and motivation (Spolsky, 164).

The seven-year-old learners are not able of understanding the reasons of learning a foreign

language, thus they hardly have any motivations.

However, we should have in mind that it is easier to interest and motivate children than

adults (Ur, 286).

Students in the EFL class need a teacher to guide them, give them motives, explain things

in a simple way and at the same time link their previous knowledge (for example,

knowledge of the structure of the mother tongue language) to their new knowledge of the

foreign language.

Moreover, the teacher should develop teaching strategies that sustain the learner’s interest

by letting them use their creativity, by offering them authentic material to deal with etc.

An ethnographic study of learners in and out of class may show a number of issues which

learners themselves find important, such as the desirability of native-like fluency and

pronunciation, interest in colloquial and idiomatic expressions, comparisons between

languages, the importance of television and rock music, and so on. Conversation among

language learners frequently turns to issues of language

learning and language use, and a wealth of anecdotes about in-class and out-of-class

experiences is displayed (Leo van Lier, 87).

2. Teacher’s Role in motivational Learning Process

6. Technology and Motivation

Introduction of technology in education has offered new, unlimited teaching

opportunities and

strategies. When referring to technology in relation to education we mean the

use of computer

programmes, DVD players, tape recorders, music CDs, websites etc.

All these devices are important in sustaining learner’s motivation and making teaching

more interesting.

Teachers in the EFL class may develop motivation through the use of

technological means. If the school provides its students the opportunity to use computers

with connection to the internet, then the teacher may give his students feedback and

authentic material via specific sites on the internet.

This is very useful because in this way, all students are given the opportunity to see the
 foreign language in its context and begin to feel more familiar with it.

Moreover, the teacher can prepare on the computer exercises connected with the material

he teaches or even tests. Young learners prefer writing on the computer keyboard than their

exercise books. Possible rewards for correct answers could be: watching a movie on the

DVD player, listening to a song in the foreign language, borrowing authentic material

(such as magazines) and of course higher grades.