• Login
  • Register
  • Search

Enhancing Student Motivation from a School’s Perspective

Han Yuan


Motivation has been proved to have crucial impact on students’ learning. Students whom are motivated will learn more and
perform better and persist longer than those who are demotivated or amotivated. Motivation provides possibilities for students to develop
their potential abilities and facilitate them to get higher achievement. In terms of education, motivation usually relates to social-cognitive
theories which focusing on elements such as aims and learners’ needs, skills development and self-concept, reason to choose and persist
interest in activities etc. (Lazowski and Hulleman, 2016). So it is of great importance to increase motivation in language learners. This
essay will demonstrate some methods to maximize students’ learning outcomes in terms of off ering extra-curricular activities, changing
timetabling patterns and changing courses design. To what extent will I take innovation and management theories into account when
implementing innovation to the school will be discussed in the end.


motivation; ELT management; language learning activities

Full Text:


Included Database


[1] Anderman, E. M. & Anderman, L. H. (2010). Classroom Motivation, Upper Saddle River, N.J.: Pearson.

[2] Bagger, N.F., Desaulniers, G., & Desrosiers, J. (2016). Daily course pattern formulation and valid inequalities for the curriculum-based course timetabling

problem. Journal of Scheduling, 22, 155-172.

[3] Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313: 1307–


[4] Cutting, A. (2014). How and in what ways can participation in extra-curricular activity enable learning? University of Birmingham Research Archive.

[5] Fullan, M. (2007). The new meaning of educational change (4th edn). Abingdon, UK: Routledge.

[6] Ginosyan, H., Tuzlukova, V., & Hendrix, T.J. (2019). Teachers’ perspectives on extra-curricular activities to enhance foundation program language

learners’ academic and social performances. Journal of Applied Studies in Language, 3(2):168—177.

[7] Haque, S. (2015). Expectation of Tertiary Students of Bangladesh from ELT Classrooms. Journal of Nelta, 19, 56-64.

[8] Henderson, R. (2011). Classroom pedagogies, digital literacies and the home-school digital divide. International Journal of Pedagogies and Learning, 6(2):


[9] Lazowski, R. A. & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research. 86(2): 602-


[10] Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and

Emotion, 28: 147–169.

[11] Rogers, E. M. (2003). Diff usion of innovations (5th edn). New York: Free Press.

[12] Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language

profi ciency, academic skills, and motivation. Studies in Higher Education, 45, 2149 - 2161.

[13] Senjahari, B., Desfi tranita, Kustati, M (2021) Learning Objectives and Environments: How Do They Aff ect Students’ Motivation in English Language

Learning? Studies in English Language and Education, 8(2), 492-507.

[14] Tomasetto, C. (2004). Influence style and students’ orientation toward extra-curricular activities: An application of the correspondence hypothesis.

European Journal of Psychology of Education, 19(2): 133-145.

[15] Trowler, P. R. (2003). Education policy (2nd edn). London: Routledge.

[16] Waters, A. (2014). Thinking Allowed: Managing Innovation in English Language Education – A Research Agenda. Language Teaching, 47(1): 92-110.

[17] Wedell, M. (2009). Planning for educational change-putting people and their contexts first. London: Continuum.

DOI: http://dx.doi.org/10.18686/modern-management-forum.v8i4.12366