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All Journal Journal on English as a Foreign Language (JEFL) ELS Journal on Interdisciplinary Studies in Humanities
Ndayisenga, Jean d'Amour
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring Types of Language Learning Motivation among EFL Students: Insights from Rwandan High Schools Ndayisenga, Jean d'Amour; Laos Mbato, Concilianus
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 4 (2024): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v7i4.42097

Abstract

Motivation in language learning is a critical area of study since motivation greatly impacts second language acquisition. Socio-Educational Model theory explains motivation to learn a second language in two main types: integrative and instrumental motivation. Many studies have explored motivation in language learning, but such studies are deficient in the case of Rwandan EFL learners. This study analyses the motivational types that inspire students during learning and investigates the motivation factors for EFL learning. This descriptive study, which involves a class from a Rwandan high school of Groupe Scolaire Nyamirama, uses both a qualitative and quantitative design. The information was gathered using open-ended questionnaires and closed-ended questionnaires. The results indicated that instrumental and integrative motivation significantly influences students’ EFL learning process. However, it showed that instrumental motivation was major in EFL learning. Additionally, according to the data, twelve motivational factors were identified from students and ten from teachers regarding teaching strategies and teacher-student interactions, all which impact students during the learning process. However, because motivational variables and motivational types rely on context, it is recommended that a study on this topic be conducted in a different setting.
Exploring the link between teacher-student interactions and EFL student motivation: Insights from Rwandan secondary schools Ndayisenga, Jean d'Amour; Kuswandono, Paulus
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9978

Abstract

Many studies have reported that strong motivation between students and their teachers leads to successful English language learning. The vital function of teacher-student interactions in improving student learning still lacks comprehensive research in multilingual countries, particularly in the Rwandan EFL context. This research investigates how teacher-student relations affect the motivational levels of EFL students from Rwandan secondary schools, and how senior English teachers and students develop intrinsic and extrinsic motivation through emotional support, individualized teaching methods, and interactive respect. The study employed a qualitative method with a case study design. Data were gathered from ten teachers and four high school students using semi-structured interviews, and then analyzed thematically. The results indicate that good teacher-student relations promote English learning by motivating students' active participation and better results, which are ensured by the teacher's interest and positive attitude towards students. The research affirms the need for teacher professional development programs, which have the potential to impart practical, relational teaching strategies to various students. The result of studies assists in the acquisition of multicultural language learning. Policymakers can consider these findings to develop education policies promoting student motivation and EFL success in Rwandan classrooms.
Co-Authors Laos Mbato, Concilianus Paulus Kuswandono