Evaluating Implicit and Explicit Exposure to ESL and Their Influence on Motivation

Autor/in	Liyana, Tg Nur
Titel	Evaluating Implicit and Explicit Exposure to ESL and Their Influence on Motivation
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 15 (2022) 2, S.57-79 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Learning Motivation; Language Fluency; Undergraduate Students; Student Attitudes; Language Attitudes; Receptive Language; Expressive Language; Private Colleges; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Sprachverhalten; Rezeptive Kommunikationsfähigkeit; Privathochschule; Ausland
Abstract	Extensive SLA research has led to a myriad of teaching and learning methods. Implicit and explicit English language exposures constitute important components utilized in English language education. In Malaysia, the English language status had been downgraded for a period of time after the pre-independence era resulting in reduced English language exposure in classrooms. This has contributed in producing decreased English language fluency among graduates and it has raised the question as to which of the two language exposure modes best motivates language learning. Accordingly, the present study investigated whether doing receptive and productive language activities implicitly or explicitly correlates with motivation (low to high) among Malaysian higher education students. 445 from 460 undergraduate respondents from different public and private higher education institutions were selected following data cleaning. The initial analysis for descriptive data using the SPSS was followed by the structural model analysis using the PLS-SEM. The results show that explicit ESL exposure increased motivation to learn English. Implicit exposure, by contrast, did not directly increase motivation to learn English. Future research should examine how implicit (vs. explicit) language exposure influences different elements of language learning (e.g., syntax, semantics) to further verify the significance of present study's measurement items. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01