Examining EFL Vocabulary Learning Motivation in a Demotivating Learning Environment

This article critiques a study on the role of peer influence, autonomy, competence, and motivation in vocabulary learning in a less motivating environment. The study aims to determine the effectiveness of motivating and peers influence during vocabulary learning, especially for people in demotivating learning environments. The article provides a detailed summary of the study, its methods, results, and discussion.

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Running head: ARTICLE CRITIQUE
ARTICLE CRITIQUE
STUDENT NAME
INSTITUTIONAL AFFILIATION

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ARTICLE CRITIQUE
Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning
environment. Elsevier, 130-138.
Article summary
Problem
The study has been conducted to determine how peers and motivation have played a role in the
vocabulary learning to people located in environments where learning is not motivated.
Goals
The goal of this research is to determine how effective motivating and peers influence is during
vocabulary learning especially for the people in learning environments that are not so motivating.
Specific research questions
This research study addresses these questions.
1. The extent to which subtypes by SDT for the motivation of vocabulary learning
by EFL predict the size of vocabulary?
2. The extent to which competence and perceived autonomy predict on the
motivation of vocabulary learning of EFI?
3. The extent to which engagement and disengagement of peers that is perceived in
learning EFL predict the subtypes of SDT of motivation in learning vocabulary?

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Hypothesis
There is a hypothesis that was conducted in predicting motivation. The study is based on
answering the above questions and also has a laid-out prediction of the motivation of the
students. This shows that they tried to have a pre-conceived idea of what the results would be.
Design
The design of this experiment is one group between English classes. The participant had five
English classes per week whereby, they were trained by two teachers. Among the classes three of
them were trained using the translation of grammar method while the other two classes were
based on ensuring the students acquire patterns of grammar through exercise.
Procedure
There was a total of 155 participants who were students of Engineering and Science. The
students participated in English classes taught by two of their Japanese teachers. Learning
vocabulary was always given as an assignment each week using a vocabulary learning book that
would be tested in the form of a vocabulary quiz. The tests were in the kind of English
vocabulary test and questionnaires. Vocabulary tests and questions were given differently
towards the conclusion of the learning year. The students who participated were initially told that
the test was not related to the studies they were pursuing. Even though the enrollments added up
to 206, only 155 finished the English vocabulary test and questionnaires.

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Results
The students who participated did really well in the EFL vocabulary test since their mean added
up to M=2.30. They were motivated, but they did not enjoy learning the vocabulary, their
intrinsic motivation was low and it averaged to M= -1.22 They students were not so concerned in
regards to evaluation of peers of their vocabulary learning, their interjected regulatory score rated
at M= -1.68. The students informed that they did not think highly of learning vocabulary. They
students insisted study the language fairly for the credits and test grades which was alittle lower
than their identified regulatory score it was rated at M= -1.16
Conclusion
In conclusion, the study carried out presently showed the objectives of peer influence and
motivation in a somewhat less motivating context since it didn’t have group control. It also
explained that some learners have difficulty and dislike vocabulary learning through
memorizing, they are thought to depend on this method with lack of knowledge on the
approaches. As illustrated in the peer engagement and adverse impacts of peer disengagement
null effect in the demotivating learning environment, if the participants get negative or positive
effects from their agemates will always depend on the environment of learning.

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Article Critique
Introduction
This is a critique of the study “Examining EFL vocabulary learning motivation in a demotivating
learning environment’’. The study is concerned based on effects of peer influence and motivation
in vocabulary learning to people located in demotivating learning environments (Alavinia & Sehat
2012). The study does appear to have any hypothesis not only is it mostly concerned with
answering the questions, but they also have preconceived ideas of what the results of the study
will be. The issues that they are asking include:
1. The extent to which subtypes by SDT for the motivation of vocabulary learning by EFL
predict the size of vocabulary?
2. The extent to which competence and perceived autonomy predict on the motivation of
vocabulary learning of EFI?
3. The extent to which engagement and disengagement of peers that is perceived in learning
EFL predict the subtypes of SDT of motivation in learning vocabulary?
This research study is important, especially when trying to motivate learners. Motivation is
fundamental in studies for students when learning EFL vocabulary (Kikuchi 2009). Besides,
having suitable learning environments act as the motivation to learners of English. This study is
relevant to the teachers since it educates them on the on the methods that they could use in
teaching. The study has a detailed introduction that provides a clear overview of the study that
has been conducted. The research questions are relevant, clear and easily understandable.

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Methods
The methods and procedure are well detailed and can be easily understood — the design of the
research study in a one group experiment. The participants are presented with five classes per
week which were conducted by two Japanese intructors (Kozaki & Ross 2011). Three of the
classes were trained by the use of translating grammar method while the other two classes were
based on ensuring the students acquire patterns of grammar through exercise. While enrolling the
participants are informed that the English tests will not affect their grades.
The procedure was as follows. The sample used in the study consisted of a total of 155
participants who were students of Engineering and Science. The students participated in English
classes taught by two of their Japanese teachers (Tanaka 2016). Learning vocabulary was always
given as an assignment each week using the learning book that would be examined in the form of
a vocabulary quiz. The tests were in the kind of English vocabulary test and questionnaires
(Noels 2009). The vocabulary tests and questions were a give differently towards the conclusion
of the learning year. The students who participated were initially told that the test was not related
to the studies they were pursuing. Even though the enrollments added up to 206, only 155
finished the English vocabulary test and questionnaires.
In this research study, they have considered all the factors that can affect the performance.
During the study, they gave weekly vocabulary assignments that the students would use in their
exercise for their final tests (Chang 2010). Having five classes where three of them were
concerned with grammar translation and the other two involved with the acquisition of

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grammatical patterns to some point the students could use the knowledge acquired in one to
improve the performance of the other. The question that I have is what criteria was used to get to
the conclusion that only first years would enroll for the EFL vocabulary program. Why would
they consider the early years only and not any other group or even take a certain number of
students from each group of students?
Results
The data that was obtained by the study was reported transparently and was analyzed using the
appropriate descriptive statistics. Below is a table that summarizes the stated values of the
descriptive statistics applied during the data collection.
mean SE 95% CI[LB] 95% CI[UB] Standard
deviation
test 2.30 0.07 2.17 2.44 0.86
Intrinsic
motivation
-1.22 0.17 -1.57 -0.88 2.18
Identified
regulation
-0.16 0.16 -0.48 0.15 1.98
Interjected
regulation
-1.68 0.24 -2.16 -1.20 3.04
External
regulation
0.15 0.17 -0.19 0.48 2.10
amotivation -0.70 0.19 -1.08 -0.32 2.39

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Perceived
autonomy
0.16 0.13 -0.09 0.41 1.60
Perceived
competence
-0.56 0.12 -0.80 -0.31 1.54
Positive
peer
influence
-1.00 0.24 -1.47 -0.53 2.98
Negative
peer
influence
0.94 0.16 0.61 1.26 2.04
As seen in the above table all the data was reported. All the values given seem to be corrected,
and the study was conducted in the right manner (Field 2013). If values would be missing the
survey would be doubted but seems it was carried out in an excellent method to give the reliable
figures during the descriptive statistics. It was reported thoroughly.
Discussion
In the research study, the present study was conducted to determine the role of peer influence
autonomy and competence and motivation in the vocabulary learning in a less motivating
environment of learning (Kim 2009). Considering the first issue that was raised, it's proven that

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identified regulation and intrinsic motivation were essential in the prediction of the size of
vocabulary.
As for the second issue raised, the competence that was perceived was seen to positively predict
intrinsic motivation but a motivation was predicted negatively. Student's with considered to have
high perceived competence enjoyed learning vocabulary while those with low perceived skill
didn't enjoy learning vocabulary. This shows the decisive role of recognized competence in
motivating and demotivating students in learning vocabulary.
Regarding the third research question of peer influence and motivation, engagement amongst
peers did not have a important impact on the learning context. The influence amongst peers
negatively played a huge role in predicting on the modes of motivation and they had a dominant
effect on the motivation. Disengagement amongst peers result to minimal enjoyment referring to
intrinsic motivation, a rise in demotivated state (a motive) and minimal vocabulary learning
(identified regulation).

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References
Alavinia, P., & Sehat, R. (2012). A probe into the most demotivating factors among Iranian EFL
learners. English Language Teaching, 5(6), 9-35.
Chang. L. Y. H. (2010). Group processes and EFL learner’s motivation: a study of group
dynamics in EFL classrooms. TESOL Quarterly, 44(1), 129-154.
Field, A, (2013). Discovering statistics using IBM SPSS statistics. London: sage.
Kikuchi, K. (2009). Listening to our learner’s voices: what demotivates Japanese high school
students? Language Teaching Research, 13, 453-471.
Kim, K. J. (2009). Demotivating factors in secondary English education. English teaching. 64(4),
249-267.
Kozaki, Y., & Ross, S. J. (2011). Contextual dynamics in foreign language learning motivation.
Language Learning, 61(4), 1328-1354.
Noels, K. A., (2009). The internalization of language learning into the self and social identity. In
Z. Dorneyei, & E. Ushioda (Eds.), motivation, language identity and the L2 self (pp 295-
313). Bristol: Multilingual Matters.
Tanaka, M. (2016). Developing and evaluating a questionnaire to measure EFL learner’s
vocabulary learning motivation. In Q. Zhang (Ed.), Pacific Rim Objective Measurement
Symposium (PROMS) 2015 Conference Proceedings (pp. 351-368). Singapore: Springer.

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