Investigating ESL Learners' Motivation through ARCS Motivational Design Model
This research aimed to determine whether there exists a relationship between the four elements of Keller's ARCS motivation framework and undergraduate students' motivation to learn English as a second language. ARCS' is the acronym for Attention, Relevance, Confidence and Satisfaction. This study employed a quantitative approach and used a survey questionnaire for collecting data from 300 students enrolled in the undergraduate programs in four universities (two public sectors and two private sectors). The questionnaire was adapted from Keller (1987), Loorbach et al. (2015), Instructional Materials Motivation Survey (IMMS) and Wimolmas, (2013). The items were rated on a 5-point Likert Scale. SPSS software (v.23) was used to analyze the data. Demographic/background data was analyzed by running descriptive statistics. Overall, two main statistical analysis tests that are Pearson correlation analysis and Regression analysis were used in this study to determine the relationship among the variables of the study. The findings revealed that there is a significant positive relationship between all of the four factors of the ARCS model (attention, relevance, confidence and satisfaction) and undergraduate students' motivation to learn English as a second language.
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Motivation, ARCS Model, English as Second Language Students, Undergraduate Students, Pakistan
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(1) Fareeha Javed
Head of TESOL Department, Lahore College for Women University, Lahore, Punjab, Pakistan.
(2) Najam Us Saher
MS Scholar, Department of TESOL, Lahore College for Women University, Lahore, Punjab, Pakistan.
(3) Sana Baig
Lecturer, Department of TESOL, Lahore College for Women University, Lahore, Punjab, Pakistan.
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Cite this article
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APA : Javed, F., Saher, N. U., & Baig, S. (2019). Investigating ESL Learners' Motivation through ARCS Motivational Design Model. Global Regional Review, IV(III), 524-534. https://doi.org/10.31703/grr.2019(IV-III).56
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CHICAGO : Javed, Fareeha, Najam Us Saher, and Sana Baig. 2019. "Investigating ESL Learners' Motivation through ARCS Motivational Design Model." Global Regional Review, IV (III): 524-534 doi: 10.31703/grr.2019(IV-III).56
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HARVARD : JAVED, F., SAHER, N. U. & BAIG, S. 2019. Investigating ESL Learners' Motivation through ARCS Motivational Design Model. Global Regional Review, IV, 524-534.
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MHRA : Javed, Fareeha, Najam Us Saher, and Sana Baig. 2019. "Investigating ESL Learners' Motivation through ARCS Motivational Design Model." Global Regional Review, IV: 524-534
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MLA : Javed, Fareeha, Najam Us Saher, and Sana Baig. "Investigating ESL Learners' Motivation through ARCS Motivational Design Model." Global Regional Review, IV.III (2019): 524-534 Print.
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OXFORD : Javed, Fareeha, Saher, Najam Us, and Baig, Sana (2019), "Investigating ESL Learners' Motivation through ARCS Motivational Design Model", Global Regional Review, IV (III), 524-534
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TURABIAN : Javed, Fareeha, Najam Us Saher, and Sana Baig. "Investigating ESL Learners' Motivation through ARCS Motivational Design Model." Global Regional Review IV, no. III (2019): 524-534. https://doi.org/10.31703/grr.2019(IV-III).56