Faculty of English Language: Master Thesis

FACULTY OF ENGLISH LANGUAGE
MASTER THESIS
Factors that inspire pupils of elementary schools to learn English

Case study: Elementary School Luigj Gurakuqi Batllavë
Candidate: Mentor:
Jehona Bajrami Bujar Rushiti
Prishtinë, 2022
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FACULTY OF ENGLISH LANGUAGE
MASTER THESIS
Factors that inspire pupils of elementary schools to learn English

Case study: Elementary School Luigj Gurakuqi Batllavë
Candidate: Mentor:
Jehona Bajrami Bujar Rushiti
Prishtinë, 2022
2
Acknowledgements
Without the guidance and the extraordinary assistance of my mentor Prof. Dr. Bujar Rushiti,
this paper could not have been compiled, whom I express my deepest gratitude and appreciation
for her patience, valuable guidance, encouragement, and time throughout this paper.
Additionally, I would like to express my sincere gratitude to all those who contributed in some
way to this extraordinary experience.
At last, gratefulness is dedicated to my husband and my family for their unconditional support
and love throughout my life and studies.
Thank you all
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Table of Content
Acknowledgements 3
Table of content 4
Abstract 7
Abstrakti 8
List of tables 9
List of figures 10
CHAPTER I 11
1.0. Introduction 11
1.1. The aim of the research 12
1.2. Objectives of the study 12
1.3. Research Question 12
1.4. Research Hypothesis 12
1.5. Research design and methodology 13
1.6. Expected results 13
1.7. The description of the thesis organization 14
CHAPTER II 15
Motivation on learning English Language 15
2.2. Literature Review 16
2.3. Indicative forms used by the teacher to teach students 17
2.4. The concept of motivation 17
2.5.The theories of motivation 18
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a) Instinctive motivation 20
b) Extrinsic motivation 21
2.6. Learning English in primary education in Kosovo 23
2.6.1. The importance of Curricula 24
2.6.2. Mother tongue and foreign language 24
2.7. The importance of motivation 31
2.8. Increased motivation to learn English 32
2.9. English language learning strategies 33
2.9.1. The games 34
CHAPTER III
Methodology 37
3.1. Methodology 37
3.2. Participants 38
3.3. Instruments 39
3.4. Manner of data collection 40

3.5. The ethical aspect 40
CHAPTER IV 41
FINDINGS 41
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4.1. Students questionnaire 41
4.2. Teachers’ questionnaire 51
4.3. Results 54
CHAPTER V 56
DISCUSSION 56
5.0. Intrinsic and Extrinsic motivation 56

5.1.The role of a teacher in motivation 57
5.2. Recommendations 59
CHAPTER VI 61
Conclusion 61
References 63
Appendix 1 66
Appendix 2 69
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Abstract
This paper was focused was focused to define the factors that inspire pupils of elementary
schools to learn English on Primary School Luigj Gurakuqi Batllavë.
On the first step is provided a theoretical explanation of concepts and types of motivation.
With the purpose to find out the essential factors that stimulate pupils on this school, I have
elaborated a questionnaire for students and teachers which have been include 80 leaners, 40
students from eight grade and 40 from nine grade. Also, five teachers will be interviewed about
their perceptions on the difficulties they have while teaching English as second language on
elementary school.
Keywords: factors, inspire, elementary, students.
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Abstrakti
Ky punim u fokusua në përcaktimin e faktorëve që frymëzojnë nxënësit e shkollave fillore për të

mësuar gjuhën Angleze, në shkollën fillore Luigj Gurakuqi Batllavë.
Në hapin e parë jepet një shpjegim teorik i koncepteve dhe llojeve të motivimit.
Me qëllim të zbulimit të faktorëve thelbësorë që stimulojnë nxënësit në këtë shkollë, kam
përpunuar një pyetësor për nxënës dhe mësimdhënës, i cili përfshin 80 nxënës, 40 nxënës nga
klasa e tetë dhe 40 nga klasa e nëntë. Gjithashtu, pesë mësues do të intervistohen për
perceptimet e tyre për vështirësitë që kanë gjatë mësimit të anglishtes si gjuhë e dytë në shkollën
fillore.
Fjalë kyçe: faktorë, frymëzoj, fillore, studentë.
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List of tables
Table 4.1. Percentage with data of question number one.
Table 4.2. Percentage with data of question number two.
Table 4.3. Percentage with data of question number three.
Table 4.4. Percentage with data of question number four.
Table 4.5. Percentage with data of question number five.
Table 4.6. Percentage with data of question number six.
Table 4.7. Percentage with data of question number seven.
Table 4.8. Percentage with data of question number eight.
Table 4.9. Percentage with data of question number nine.
Table 4.10. Percentage with data of question number ten.
Table 4.11. Percentage with data of question number eleven.
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List of figures
Fig.1.0. Intrinsic motivation vs. extrinsic motivation
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CHAPTER ONE
INTRODUCTION
Most foreign language teachers identify the ability to motivate their students and they consider it
main challenge. Motivation is one of the main factors in learning a language, the interesting
feeling of communication in a foreign language gives students an emotion provided by the
enthusiasm for students to learn a second language in a better way. Learning foreign languages is
currently one of the most relevant or talked issues to take into account in education. World wide
movement and its globalization proccess toward economy, financial trade, immigration and
communication among others as well as the coomunication with people from different countries
and cultures. Communication is very important part of our life because through it you can
express your ideas easily. Communication helps you to spread information and knowledge
among other people around the world. It is no doubt that communication plays a vital role in
human life.
By learning new languages gives you new chances to talk and meet new people in your life.
Nowadays, learning foreign languages means a lot of new opportunities for your future and your
life too and travelling all over the world for a better life has become the dream of our new
generation here in Kosovo. So foreign languages offer them opportunity to achieve their dreams
and it is the easiest way to find job. You will have a lot of adventages from learning foreign
languages, such as being creative, open minded and it keeps your brain healthy, your value
increases as well as your career opportunities in your life. By learning new language means yor
are showing interests in another culture and tradition and it opens a lot of doors of
communication all over the word for studying and making friends.
When you see someone learning additional language is like seeing someone swimming the first
time. Some of them can dive right away and soon padding around the deep end. English
language plays an important role in today’s communication among societies which is continuosly
increasing as the world rapidly moves toward globalization. Therefore, speaking foreign
language in addition to your native language leads to wider educational and professional
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opportunities including international mobility. Learning English is important for socialising and
entertainment as well as work opportunities. By being aware of this fact, a teacher must be a
person who helps students to acquire knowledge, competence or virtue. Teaching English
language nowadays has become very easy, because modern technology helps you to find all
teaching materials that you need. Finally, learning new languages means opportunity to connect
ourselves with the world, especially knowing the fact that English language is the first and most
sought International language.
The aim of the research

The main aim of this research is to analyze and present a complete overview of factors that
motivate students to learn a new language. This research will try to identify factors that inspire
the students’ motivation to learn foreign languages.
Research Objectives
The objectives of this thesis are:

1. To determine the types of factors that inspire students to learn foreign languages.
2. To investigate the sources of these motives and to what extent they are systematic.
3. To reveal whether teachers' opinions on student motivation have a relevant impact on
learning outcomes.
Research Questions
1. Why are students interested in learning foreign languages?

2. Which are the most frequent motives to learn foreign languages?
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Research Hypothesis
1. If students are informed about the benefits of learning a foreign language, they will be
more motivated and inspired to learn.
2. If students are motivated enough in learning foreign languages.
Research Design and Methodology

This study uses a mixed method approach, both qualitative and quantitative methods will be
used.
In order for valuable data to be collected, this study will focus on collecting data from students
and teachers of Primary School “Luigj Gurakuqi” in Batllavë. The sample of this research will
include 80 leaners, 40 students from eight grade and 40 from nine grade.
In order to collect the data for my study, a questionnaire will be prepared for the learners and an
open-ended questionnaire for the teachers. In the section of teachers’ questionnaire, the
participants have the opportunity to write their opinions in order to facilitate the possibility of
gathering qualitative data.
The data will be collected through questionnaires that will be distributed to students from the
school that has expressed interest to participate in my lessons as well as teachers’ interviews.
Expected Results
The results expected from this research will be proof of how influential and benefitial are foreign
language in our lives, as a result parents and teacher push students to learn foreign languages
believing that it will help them to find or alocate a better job or improve their careers.
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Description of the thesis organization
This thesis is composed of the following chapters:

Chapter I - is an introduction to the thesis. It will present an introduction to the thesis and main
objectives, as well as the aim of the study. Research questions and hypotheses will be presented
in this chapter.
Chapter II - presents the literature review.
The Literature review will help the reader to have more information generally for motivation of
students and specifically for factors that motivates them to learn English as L2.
Chapter III - discusses the research design and methodology. The methodology used for this
research and the procedures with regard to instruments and methods of gathering data will be
presented. Also, explanations of the methods used during this thesis are given, and descriptions
about how the participants were chosen and the process of collecting the data, including the
choice of sampling strategy, teachers’ interview, students’ questionnaire, and the class
observation.
Chapter IV - presents the data analysis from the findings of teachers’ and pupils’
questionnaires. The data from the questionnaires will be presented in tables as data collected will
be analyzed in % tables.
Chapter V – presents the discussions of the study
Chapter VI - comprises the conclusions and recommendations, what did this study find out in
regard to factors that stimulate students of elementary school to learn English language.
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CHAPTER II
MOTIVATION ON LEARNING ENGLISH LANGUAGE
2.1. Introduction
Every nation has its own language which they inherited from the ancients. Language is the
system of sounds and words used by humans to express their thoughts and feelings. Different
languages are spoken in the world which differs through their vocabulary and grammatical
structure. Language is the main means of communication and through language all sciences have
been developed. Language has been studied since ancient times in the history of mankind. The
science that deals with the study of language is called linguistics, which means the science of
language. This science studies the general features of language from the beginning as well as the
enrichment and development through the various stages through which the people who speak
that particular language go. There are a lot of languages being used around the world but none is
as widespread as English, which is a language known and spoken in Kosovo.
English language it is a subject taught in schools. In Kosovo students from grade 1 start to learn
it. It is very important and helpful as well. It must be mentioned that in Kosovo Albanian
language is the major language being spoken.
Kosovo is one of the republics of the Western Balkan Peninsula, which is situated in the
Southeast Europe. It is a landlocked country, and it is the smallest country in the Balkan. The
country was a hotbed of conflict and dissension. Those disagreements followed by wars
undoubtedly that has left a great influence in each field of development of country. Especially
has caused many barriers and problems in education. Educational barriers that happened in last
few decades that continued by many dissension and protests, finished by the latest conflict
between Kosovo’s Albanians and Serb population. They reestablished peace in 1999, as a result
of intervention by NATO and the United States.
Language is very important because it is used for communication to express one’s meaning and
to get messages from others. One feature of human language is creativity. It means that people
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can make new words to express their ideas and feelings. People use language as a means of
exchanging information, ideas, or news and opinions. It helps people in learning certain things
from one another and to get the information they want to know.
Motivation is transmitted to the student through various forms such as: behavior,
communication, methods, techniques, tools, rewards, etc. The role of the teacher in the process
of learning English in primary education is great. Motivation of students to learn a language is
considered as a crucial factor that affects the achievement and ability to learn.
2.2. Literature Review

In language acquisition, the role is also caused by several causes that are caused to the student.
The study caused to the students in the acquisition of a foreign language by the children is
related to the question: How can the student get the information of the language he is studying?
It is thought that the first major factor influencing acquisition of language is the input
information that the foreign language learner receives. Stephen Krasheni emphasizes the
importance of incoming information
According to some linguists, the more the student reads and listens, the more positive effect it
will have on the acquisition of vocabulary, grammar and writing.
Input information is also the mechanism by which people learn language by pattern
of universal grammar.
Outgoing information: But while Krasheni only cares about the incoming information, he is
opposed by other scholars, according to whom outgoing information is just as important in
language acquisition. Outgoing information provides students with the necessary feedback,
makes them focus on the form of what they say, helps them improve their knowledge.
English is the only language in the world where non-native speakers outnumber native speakers
three times. The English language is a language that is part of all European countries. According
to some statistics, for most families, learning a foreign language means learning English. A large
number of linguistic materials are found in the English language such as movies, sports, then the
word "sandwich", which is part of most languages (Brewster, Ellies & Girard, 1992).
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2.3. Indicative forms used by the teacher to teach the students
Many sociologists think that self-concept forms the basis of emotional as well as social
development. Self-concept evolves through self-evaluation in different situations. Young
children tend to have an optimistic image of themselves. Self-esteem is an effective reaction, a
judgment, or a situation for self-worth. Self-confidence, and pride for what the person has are
part of this. If the person judges themselves in a positive way, if they like what they see of
themselves, we can say that they have high self-esteem. Positive self-esteem is directly related to
good results in school.
Students who have good results in school are oriented towards mastery, these students are not
afraid of failure because failure does not threaten their sense of mastery and self-worth. They
attribute success to their own efforts, so they take responsibility for their own learning and have
a strong sense of self-efficacy. They perform well in competitive situations, learn quickly, have
more energy, and in general, they have high self-confidence. Students in this situation see
themselves as higher than their friends, in some cases, they even start to make a selection of their
friends. In these cases, the motivation of these students is not very necessary, the teacher should
deal more with demotivated students, in this case, we can say that even in this situation the
selection of students is done. Unmotivated students are expected to judge themselves based on
the grades they receive. Students react to failure by focusing even more on their disability.
(Zimmerman, Bj 1989 p. 229-339).
2.4. The concept of motivation

“Motivation” – it is a word that is derived from Latin language, videlicet -“something that
stimulates someone to act". Motivation is very important in all stages of life, especially in
education it is paramount importance. Motivation as a concept has variety of terms, influential
authors in the field of motivation like Crookes & Schmidt (1991) identified motivation as the
orientation of students regarding the purpose of learning a second language or learning English.
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Elliot & Covington (2001) point out, motivation is a goal-directed behavior, combined with
efforts to work toward a goal. Motivation is the major factor of teaching and motivator which
increases students' activity, interest and desire. Without motivation learning cannot have
improved development.
People are always motivated; in fact, they are never static. They may not be motivated to do
what we would rather do, but they can never really be said to be unmotivated and one of the
factors influencing student motivation is also the reward. The reward function can maintain or
reduce motivation, depending on the type of evaluations and the circumstances in which they are
given. Motivation is probably the most important factor that teachers can aim at in order to
improve children's learning (Williams, 2011).
By Purmama, Rahayu & Yugafiati (2019) motivation is valued as an important component to
make students successful in their English language learning, motivation plays an important role
in the process of learning a language. Language teachers cannot learn a language effectively if
they do not understand the relationship between motivation and its effect on language
acquisition.
2.5. Theories of motivation
There are several theories of learning motivation. Various scholars explain motivation in
different categories.
 Gardner & Lambert (1972) are the first researchers to who laid the foundations of
research in motivating students during language acquisition foreign. They have proposed
two motivation orientations: integrative orientation and orientation instrumental.
Interrogative exposure is characterized by a desire to learn about and communicate with
the alternate language group and indeed to come a member of the alternate language
community, while necessary exposure refers to the realistic reason for learning a alternate
language similar as getting ahead in one's education. Integrative orientation emphasizes
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the fact that students are motivated to learn the foreign language, because they want to
learn more about culture or the community to which the language belongs. On the other
hand instrumental orientation emphasizes the fact that, students are motivated to learn the
foreign language, as they can benefit by using it as an instrument in their lives. To
explain motivational processes in learning the language in question, including intrinsic
motivation and external motivation.
 Also, other authors offer other notions of motivation. Deci and Ryan (2010) for example
emphasize Internal and External Motivation - Motivation of internal and external
motivation are key conditions, to understand more the psychological dimension of
motivation.
 (Woolfolk, 2011)Cognitive theory emphasizes motivation internal. This theory sees
people as active and curious to find a solution for a particular problem. Education on this
content in numerous ways undergirds all papers that give conversations of ways of
moving proposition into practice within the broad field of education. Indeed, one could
fluently argue that all exploration fastening on perfecting the education of learners at
some position encompasses hypotheticals grounded on learning proposition. Behavior is
determined by our thoughts and not by punishments or the rewards of the past are stated
in cognitive theory. For example: we start and compliment him on a good behavior he has
done, then he will obviously be motivated and start to change his behavior.
 Kargoglu (2008) In terms of effective strategies offers two types: Creating a friendly
classroom atmosphere - Developing a climate friendly in which all students feel known
and appreciated. Classroom atmosphere is a wide construct, made up of scholars' passions
about their educator and peers. Although there's a plethora of exploration on the goods of
classroom climate on pupil issues at the secondary position, there's a relative dearth of
similar exploration on the postsecondary position. Creating a safe and comfortable
environment where everyone feels like a whole is one of the most important factors in
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encouraging motivation. The teacher encourages students to personalize the classroom
environment - Providing students with a focused, low-anxiety classroom environment has
a major impact on language acquisition. Students who feel safe and comfortable will feel
more secure by taking chances; they will exhibit greater motivation to read aloud in class
or to write an essay without fear of being criticized.
Although the aim of any advanced educator is to stimulate scholars to learn, learning involves
further than just being exposed to information. The advanced education lecture room is a
complex terrain comprising cerebral and social relations among a difference academic
community. Motives are the basis of education in general.
In addition, different authors may have different ideas about the concept of motivation.
Motivation is the key of success in learning and it is divided into two sorts:
a) Intrinsic motivation
b) Extrinsic motivation
To analyze at it from another point of view, this fulfills all the theories of motivation in many
dimensions: "There are three things you should remember about education." the first is
motivation.' the second is motivation.' the third is the motivation “Terrell.(H)Bell.
a) Instinctive motivation
Internal means something existing within us, which does not come from outside. It is known as
the natural human tendency to seek and overcome challenges as we seek them we fulfill our
interests and exercise our skills. Numerous preceptors are forced to find ways to support learners
’ cerebral requirements despite institutional obstacles similar as commanded classes, controlling
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performance pressures, grading conditions, and high- stakes tests. In short, there remain
important gaps between dominant programs and practices in our educational institutions and
what exploration and compliances reveal about best practice. When motivation is internal it does
not we need to fear punishment because the activity itself is enjoyable and rewarding This
motive has to do with the degree to which students engage in an activity in order to satisfy their
curiosity or interest in a certain topic, they are essentially motivated to learn. For example,
students who read, engage in music or swim usually they voluntarily choose to engage in these
activities, hence they are said to be inclined from self-interest - the inner hearth of causality, Deci
and Ryan (2010).
The motivation arises from an activity itself or the expectation of this experience. This is the
case when the task is important or extensive for oneself and one can make decisions in this
regard. This type of motivation has a steadily increasing trend in terms of work performance, i.e.
the person concerned is happier, more ambitious and delivers better quality work.
When a student is learning, meanwhile, get a pleasure from the sense of achievement this is
intrinsic motivation. In this point, learning it is a positive and enjoyable experience for students.
This kind of motivation it stimulates students to be more active in different methods.
Basically, one can say that intrinsic motivation is the better choice in the long run because it
makes you happier and happier. Goals are achieved quickly due to the freedom of decision,
personal responsibility and the motivation that comes with them, and failures can be put away
better. If a goal is reached, the success motivates with regard to further tasks, so that the
performance can steadily increase.
Some characteristics of students with intrinsic motivation:
• They have higher grades than students with extrinsic motivation
• Adapt better to school
• They think deeply about the information process
• They are more confident in their learning skills
• Use more logical strategies for gathering information and making decisions
• They are more engaged in challenging tasks, while students with extrinsic motivation choose
tasks that require less effort
• They usually continue to learn even after formal education.
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b) Extrinsic motivation
Motivation arises from the effect of outcomes outside of one's own behavior or the expectation
of that effect. This results in either positive reinforcements, such as money, praise, and
recognition, or negative punishments as incentives to motivate the behavior. This form of
motivation often only makes sense if the employees lack the necessary motivation to complete
tasks and the intrinsic motivation has not brought any success. External motivation refers to
external learning stimuli, if we rely on the behavioral notion of reinforcement. If students have
external motivation, they engage in a certain behavior, as “the envisaged responses satisfy the
needs of or are a modified social form to satisfy basic needs” (Tohidi & Jabbari, 2012).
People can be driven by external factors like money, school grades, or a need for praise from
others, for example. However, according to Deci and Ryan, this kind of controlled motivation
can contaminate a person's perception of the project's inherent value and impair intrinsic
motivation
SDT, according to Oishi, "demonstrated that behaviorism has a key weakness in that reward and
punishment do not always influence one's behavior and that there are more motivating variables
beyond external incentives."
Oishi claims that several other scholars have "disputed some elements of their idea." Overall,
though, even a skeptic like me can't deny [Deci and Ryan's] contributions to organizational
research, psychological science, and more. External motivation describes the activities that
students do by anticipating rewards, whether in the form of good grades or out of obligation and
fear of punishment, occurs when we are not interested in the activity, but in what's us bring it,
when we want to avoid punishments. (Deci and Ryan's 2010).
In addition, motivation is often applied to work that is less complex or demanding. In the case of
extrinsic motivation, the focus is more on quantity than quality, since employees can be
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controlled from the outside, especially when it comes to tasks that are not carried out
independently. The performance curve starts high up, but in contrast to intrinsic motivation, it
quickly falls off again rapidly.
When learning by student is done in order to achieve a specific goal given by the parents, the
teacher or even something else that has to do with extrinsic motivation. Student rewards such as
good grades are usually the primary achievement on this kind of learning. Extrinsic motivation is
a quantitative increase in performance, which means that you focus on the reward or punishment
instead of concentrating on the task at hand. One gradually becomes accustomed to the reward
and consequently performance falls. A constant positive development of performance is only
possible if the reward is surpassed again with every task. However, at some point there is a limit.
For this reason, extrinsic motivation proves to be less effective in the long run.
2.6. Learning English in primary education in Kosovo
English language is part of Indo-European language and it is spoken in all European countries.
According to some statistics, in majority of families learning a foreign language it is considered
learning English. A large number of language materials are available in English as in the movies,
books, researches etc.
Regarding the English language in the state of Kosovo, since the beginning of the 90s, initially in
Albania and then in Kosovo, a new political and social reality was created, circumstances which
influenced the formation of a new linguistic reality.
Between 1999 and 2008 Kosovo was led by the administration of the United Nations Mission
and was protected by NATO forces, during this period knowledge of English was in high
demand. US and The United Kingdom had played a key role in the liberation of Kosovo, and
consequently the language Englishman sat cross-legged in Kosovo. In 1999 the English language
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was formalized, besides Albanian and Serbian, as official languages with extraterritorial
character (Rugova, 2015).
And now, in the years 2020, in Kosovo the English language starts from the first degree and
taught until the last grade of high school. In the first grade this language learned mainly through
play, drawings and songs, to continue reading and writing in other levels of the Curriculum. The
important role of teachers in the classrooms of languages and the ways in which they can
motivate students to learn a language targets have been accepted both theoretically and
empirically by language experts. Exploring and learning other languages helps students to
become independent individuals, free, cultured, critical, creative thinkers and more successful in
carrier.
2.6.1. The importance of Curricula
The body of knowledge, skills and attitudes expected to be learned by all students, generally
related to a set of subjects and learning areas that are common to all students, such as languages,
mathematics, arts, physical education, science and social studies.
What does the new Kosovo curricula present and how much it can be implemented by English
language teachers in our schools?
What are the challenges and problems that teachers are facing nowadays?
The main goal of a teacher is to produce generations that are capable and prepared in the
educational aspect and to face challenges of the XXI century and generate knowledge for the
global labor market.
The main components are:
1. The conceptual component that is the Kosovo Curricula Framework itself.
2. The operational component that includes the accompanying documents that enable the
implementation of the KCF at the level of the education system by clearly pointing out the
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expectations of the students, teachers and the schools. Based on the above paragraphs each
formal level of pre-university education students should develop the knowledge, skills, attitudes
and values so that each core curricula is in line with the general goals defined by the Kosovo
Curricula Framework, which are as follows:
 Cultivating national identity, and state and cultural affiliation,
 Promote overall cultural and civic values,
 Developing responsibilities towards itself and others, towards society and environment,
 Training for life and work in different social and cultural context,
 Developing entrepreneurship and the use of technology,
 Training for lifelong learning.
(Core Curricula for Secondary grade education in Kosovo, October, 2012 p.9)
The main carriers of this curricula are teachers and school principals who should also be
equipped with the above mentioned features. The new curricula is based on principles and
competencies, and it promotes a competency-based perspective so that the students' knowledge,
skills and attitudes are developed in order to achieve these competencies and address the
different needs of the students to meet the curricula requirements and the main learning
outcomes for degrees and levels. Thus, the curriculum framework aims to change the whole
approach of teaching and learning, this implies a fundamental change in the entire educational
system from learning by heart to the practical learning.
 The goal of teachers is to create an environment that is inclusive and conducive to the
learning of all students. They should also ensure that the conditions are acceptable to
everyone.
 The development of competencies refers to the expectations of students at different
academic periods. It involves the continuous improvement of the learners' learning
outcomes. Coherent and integrated learning is a process that promotes the full
understanding of the human condition.
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 Autonomy and flexibility at the school level: the implementation of the core curricula
and the optional part that are reflected in the annual curricula design, teaching and
learning metho
 dology.
 Responsibility and accountability: reflected in the creation of culture for continuous
assessment, pursuit of progress in the application of curricula requirements through data
collection and analysis, documentation of challenges and solutions, towards a better
presentation in meeting the curricula requirements and raising quality in education.
(Core Curricula for Secondary grade education in Kosovo, October, 2012 p.10)
The main competences are:

1. Communication and expression competence;
2. Thinking competence;
3. Learning competence;
4. Life, work and environment competence;
5. Personal competence;
6. Civic competence.
(Core Curricula for Secondary grade education in Kosovo, October, 2012 p.17).
 Communication and expression competence; for the purpose of learning and engage
actively in society, and evolve personality, it is essential that students to be able to get the
message and define themselves appropriately, through symbols, languages, expressions
and artistic codes, in creative and independent way.
 Thinking competence; in order to be able to analyze and access adequate
knowledge/information source, students need to advance the capacities to access
knowledge interactively, creatively and critically.
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 Learning competence; for successful learners, seminaries need to engage so as to
continuously foster the curiosity of children and youthful people to learn, as well as to
develop literacy to learn capabilities.
 Life, work and environment competence; seminaries engage to prepare learners to live
and work singly and to make mindfulness of their part in guarding and nurturing the
terrain.
 Personal competence; seminaries empower learners to share in an effective and
formative way in the family, social and working life, in this environment scholars are
supported so they develop tone- confidence, while also developing openness towards and
having confidence in others.
 Civic competence; literacy to live together are seen as the main challenge of moment and
hereafter's world. This capability enables scholars to be suitable to act as responsible
citizens by taking into account both their near and wider environment.
2.6.2 Mother tongue and foreign language
Teaching a language is not abstract: it does not mean acquiring only a few rules, sentence
constructions, so it is not only about the language itself in relation to the student, it is about
learning as a means of communication and a source of culture. The process of language
learning itself is a very complicated process, where an important role is played not only by
the teacher and his methods, but also by other factors, such as the student with his
individuality (his learning strategies and styles, his attitude towards school in general and the
language (see in particular, his perceptions towards teaching and learning language and
grammar), learning environment and culture. Criticism of traditional methods (where the
foreign language considered as an object to be analyzed and not as a means to communicate),
theoretical developments and empirical in different fields of study (linguistics, applied
linguistics, psychology, sociology) and studies on improving teaching and facilitating the
acquisition of a foreign language in terms of communication have led to the necessity of
27
renewing language teaching by supporting it in communication function within the
interactive and comprehensible teaching context.
Even in our country, the need to renew the teaching and acquisition of the language has been
felt. Many teachers, influenced by the traditional way of teaching and other factors, give too
much importance to the accuracy in the use of the language, giving more rules and grammar
exercises than necessary and not encouraging the teaching and learning of the language in
terms of communication. On the other hand, there is a lack of clear instructions for teaching
grammar in curricula and especially in problematic situations that teachers encounter in the
daily practice of language teaching. During the treatment of this issue, several questions
arise:
 How is a foreign language acquired or learned?

 What should we do to facilitate this learning process?
Learning a foreign language generally begins at school and mainly in the third grade of
primary education. The third grade student faces a new language, while the learning process
is not at all unknown to him. Languages interact with each other, therefore the knowledge,
skills and abilities acquired in learning the Albanian language will help the student in
learning and understanding a foreign language, in our case the English language. The
phonetic system of the mother tongue is imposed on the new language and leads to a foreign
pronunciation. Sentences in the language they want to learn are influenced by sentences in
their native language. As Pete Corder says the mother tongue gives us a specific language,
quite rich in hypotheses, that can be used by students learning foreign languages. Many of
them can be confirmed, because the languages have many things in common. The student
learning a foreign language sometimes feels that the two languages are quite different, when
in fact there are many ways in which the knowledge of the mother tongue can be directly
transferred to the acquisition of the foreign language. This means that the student will not
discover everything from scratch.
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For example, when the Albanian student learns English, the basic rules of ordering words in
sentences and grammatical categories are almost the same. According to many linguists, a
good knowledge of the mother tongue will help the student in learning a foreign language.
While the student has knowledge of the mother tongue (source language), he is able to make
comparisons willingly or unwillingly between this language and the language he wants to
learn, finding the common points that will help his progress towards this language and the
different points that help eliminate mistakes or even explain them. Linguistic knowledge
acquired in the native language is necessary and very important, insisting on the auxiliary
role of the native language in the acquisition of a foreign language, and the studies done
show that a student who presents difficulties in learning the native language also presents
difficulties in learning foreign language. If we do not assimilate the Albanian language well,
we have failed in learning a foreign language. Let's take as an example a third grade student
who is given the task of learning English. How would this student feel if the teacher only
spoke English? Would this learning method motivate this student, his motivation which one
is zero? Of course not. Not only would the student not be motivated to continue, but for him
the subject of English would be the most boring and unwanted subject. In some stages of
teaching, the use of the mother tongue is necessary, creating students' confidence and self-
confidence. A student who has been given an explanation of the vocabulary in his mother
tongue finds it easier to carry out an exercise with connections or blank spaces, feeling in this
way able to do something. Only in this way can we impose on a student of the third or fourth
grade the desire to learn a foreign language. Let's go higher in the education system, take the
example of an eighth or ninth grader. While the teacher explains part of the grammar, it
would be more understandable for the students if it were parallelized with the Albanian
language. The task for the teacher remains to set the goals of using the mother tongue during
the learning of a foreign language, using it in favor of teaching, as a facilitating tool for
students and as a source of motivation at the same time.
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MOTIVATION
Extrinsic Intrinsic
Grades Pleasure
Fame Curiosity
Praise Autonomy
Money Competence
Job Relatedness
Fig.1.0. Intrinsic motivation vs. extrinsic motivation
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2.7. The importance of motivation
That student motivation depends only on teacher behavior is an issue that is discussed by
teachers and parents. Parents often think that students' motivation depends only on the teacher or
his actions. This is to blame because the lessons are not designed to be interesting enough or that
students are supposed to deal with topics that are not relevant to their daily routine.
Successful learning depends not only on good teaching and the ability to retain knowledge, but
also on how students approach learning.
The teacher's task is no longer exclusively to impart knowledge to students, but also implies
dealing with the empowerment to learn behaviors and strategies that enable students to learn
independently. These skills are also essential for the professional future of students.
Motivation plays an extraordinary role in student outcomes.
Seeing unmotivated and inactivated students who react when they fail, they are very little or not
at all expected to ask for help. Their intuition says that no one can help them, and in this way
they hide their need to help. With this type of students, we have to be more careful, because
failure after failure, they can even reach a point where they are not interested in learning at all
and their motivation becomes zero, in order not to reach this point, teachers must use different
methods to to increase the self-esteem of these students.
From the data of the teachers' questionnaires from the research conducted in the primary school
"Luigj Gurakuqi" in Podujeve, these are some of the ways of encouraging unmotivated students
that the teachers practice:
Reiterating to him that his teaching ability can be improved with a little work.
Calling him to use different learning methods, and also taking an example from his own
personal life.
Telling the students that when they don't understand something, ask them and in no way hide
their learning needs.
Trying to express the same appreciation of all students so that everyone feels valued.
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2.8. Increased motivation to learn English
Teachers need to be aware of the importance of motivation in learning students' language and
through some modifications they can help students increase their motivation (Alizedah, 2016). If
the language you are learning is written with a different alphabet, or other type of writing system,
it is worthwhile to try our best to reach the right level, even like native speakers. Sometimes
when we start learning a foreign language, it happens that someone says that you have no
inclination, none of the family and relatives knew foreign languages, and many, many similar
reactions which may even discourage us. Starting to learn a new language means learning new
words. Students when motivated by their teachers their growing state changes. Especially,
students mischievous and wise need more motivation. This has been shown by some
philosophers in the theory of achievement, who say that teachers should give great importance to
students' abilities and encourage them to perform as well as possible (Hidi & Harackiewicz,
2000). Indeed, it is the responsibility of teachers to encourage students to engage in classroom
activities by treating them positively even they make mistakes in the activities and by praising
them they have the ability to perform the task (Xiao, 2013).
The growing influence of foreign language in the context of globalization has aroused interest in
finding appropriate techniques and strategies, which influence and contribute to the acquisition
of a foreign language, specifically English. Starting from what was said above about the
motivation to learn, with special emphasis on the motivation to learn a foreign language such as
English, this paper aims to investigate the motivation of students.. Because as such, the
motivation to learn a subject, of course, is a model to motivate the student to learn other subjects,
according to methods and approaches that coincide with the 21st century.
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2.9. English language learning strategies
The first studies related to language learning focused on the description out of the behaviors of
individuals learning a language. Then, efforts were made to it labeled these strategic behaviors in
order to categorize them and relate them to the level of acquisition of the language in question. In
fact, in most research on language learning strategies, the main concern has been in “identifying
what make students successful in learning a second or foreign language by interviewed or
observed them" (Wenden & Rubin, 1987). Macaro (2006), argued that "for a strategy to be
effective in promoting learning or improved performance, it must be combined with other
strategies simultaneously or in sequence, thus forming strategy groups." It is clear that no many
caring teachers choose disciplinary strategies based on relationship (for example, discussing with
students about their bad behavior) on coercive ones (for example, aggression and punishment) in
an effort to prevent discipline problems (Noddings, 2007). Some useful methodological
guidelines for achieve the competencies provided in the outcomes, as well as the knowledge and
skills of the objectives of learning to listen, speak, read, write and reflect on the language.
Such methodological approaches, considered here as key strategies, can be implemented by
teachers for competency-based curriculum design (Ellis, 2009).
 Listening - is the language skill that, at least initially, students are weakest. This often
happens because students think or are led to believe that they should understand every
word they hear, which actually doesn't happen even in the first language.
 Speaking - the competence of oral production goes hand in hand with the skills of
students' listening and comprehension, these are usually held at a higher level then level
of the student's ability to communicate orally. So, although required by the teacher to
speak orally in a natural way, using both forms and words verbal that the child makes, it
is important for the teacher to keep in mind the level of competence that the student has
in this field.
 Reading - like activities, can be boring and in some ways even frustrating to the extent
that a student feels unable to understand what he has read. About to encourage students to
read it is very important to propose texts that are engaged, funny, and able to stimulate
33
their curiosity so that they encourage them to read again. So, in choosing a text, even
before we consider language difficulties, the choice should be based on pleasure and
interest in reading the child (Harris, 2005).
 Writing - In primary school many students are not yet able to build a text autonomously.
The child will gradually proceed from copying the words of single and punishments by
writing short texts, for writings of people and pets, simple stories and dialogues about
family situations (family, home, school, friends, hobbies, food, pets, etc.), (Pysarchyk &
Yamshynska,2015).
The four foreign language learning skills mentioned above, of course, that they encourage us to
discuss increasing the motivation to learn the English language, and how I such will be examined
in the following subsection.
2.9.1. The games

The use of games for language learning is a technique that can be used with all ages, but the
main factor for the success of the game is its adaptation to the level of the students and the clarity
of the purpose of the organization of the game.
The variety of use of different activities leads to positive results for students, here are some of
the activities used in primary schools for language learning and the inclusiveness of students in
education.
 What's in the box? The teacher fills a box with different items. Students come one after
the other and pick up an object, name it, and then sit down. Color hunting. The teacher
can use this game with a group of students in the classroom. He places different objects
in the classroom and when he mentions a color, the students have to run and find an
object of that color and give it to the teacher. Through these and many other games,
students learn new vocabulary related to animals, colors, etc. Thus, the teacher checks
whether the vocabulary has been learned by them, while the students also practice
speaking skills.
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 Tik-tak-toe. This is a team game. Each of the players must answer the questions
correctly in order to have the opportunity to place an X or O on a row in order to earn a
point. The team that gets more points wins. Questions may ask students to match
pictures with words or create a sentence based on different grammar points, etc. (Doff.
1988).
 The Memory Game. This game is based on students' memory. The teacher puts some
pictures upside down. The student must open two cards and find two of the same in order
to gain points. If the student does not find two identical cards, he closes them again and
tries to remember them when his turn comes again.
 Bingo. Students choose 6 names from their classmates and place them on a board with
six boxes. The teacher mentions the names of the friends and they mark the mentioned
names with a cross. The student who found all the names wins. The theme of this game
can be about food, numbers, drinks, etc.
 Move your body. This game is developed with young students in order to practice body
parts. A student takes a picture of a human body and says a word; other students repeat
and show it to their body. This activity is very important for students who learn through
movement.
 Simon says... This is a game that can be played for sleepy students on Monday or for
tired students on Friday and can be played after a listening activity, a vocabulary
exercise, etc. The teacher stands in front of the class and gives a command saying:
Simon says: Stand up... and the students perform the action. When the teacher gives the
command without saying "Simon says", then the student leaves the game and stops
playing.
 Find the picture. The teacher prepares some words on pieces of paper; students are
divided into groups where each of them chooses a letter and draws the word. The first
group to find the word wins a point. The student who has finished drawing chooses
another student from his team to draw another object on the board. (Doff. 1988).
Choosing the most appropriate teaching techniques, games and game-like activities is of
particular importance for students in different groups in the learning process. Among the various
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techniques and ideas for learning English, some of them are perceived as really successful and
efficient. The teacher's role is to find and adapt best to the age of the particular students. Thanks
to the liveliness shown in most examples of games and play activities, students have the
opportunity to play, have fun and learn. Furthermore, they don't learn because they have to, but
because they want to. Teaching teenagers seems to be more challenging, but just as rewarding.
During the transition period between childhood and adulthood, teenagers search for their own
identity and want to be as independent as possible. Thanks to several different activities, such as
play, they are able to develop their creativity and increase their self-confidence. Therefore games
should be related to students' interests. In conclusion, the most selected techniques constitute the
necessary element of learning English. All these components lead to a successful learning
process. That is why it is important that teachers select them thoroughly and reasonably in terms
of the abilities of students adapted to particular age groups.
So the teacher's task is to find out which activity or activities are preferable for the students. This
is usually achieved through observation and by asking students. Once the activities that the
student prefers are identified, those that are practical to use are determined and at the same time
the teacher controls the students' involvement in them.
What we suggest is that teachers try to motivate students. This is more likely to make students do
their homework, have fewer behavioral problems, have positive self-esteem and a more positive
attitude towards learning.
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CHAPTER III
METHODOLOGY
3.0. Introduction
The purpose of this chapter is to explain the research methodology used for the study to identify
factors that inspires pupils of elementary school to learn English at “Luigj Gurakuqi” school in
Batllavë.
In this chapter are presented the research questions and hypotheses of this paper, the design and
methods of research, participants, instruments, materials, and data collection procedure where it
is explained in detail. Moreover, this chapter is of great importance because it provides detailed
information and presents the exact number of respondents (including students and teachers), the
school where the research was conducted.
3.1. Methodology
This study uses a mixed method approach, both qualitative and quantitative methods will be
used.
In order for valuable data to be collected, this study will focus on collecting data from students
and teachers of Primary School “Luigj Gurakuqi” in Batllavë. The sample of this research will
include 80 leaners, 40 students from eight grade and 40 from nine grade. Also, five teachers will
be interviewed about their perceptions on the difficulties they have while teaching English as
second language on elementary school.
In order to collect the data for my study, a questionnaire will be prepared for the learners and an
open-ended questionnaire for the teachers. In the section of teachers’ questionnaire, the
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participants have the opportunity to write their opinions in order to facilitate the possibility of
gathering qualitative data.
The data will be collected through questionnaires that will be distributed to students from the
school that has expressed interest to participate in my lessons as well as teachers’ interviews.
Apart from what was mentioned above about the motivation and teaching of learning, the
purpose of the study is to understand the students of "Luigj Gurakuqi" school factors that inspire
to learn English in primary education. Our research will contribute to education in that way that
it will show up the different factors that inspires students of this school to learn English,
hopefully to have a greater impact on increasing the quality of teaching.
The questionnaire for English language teachers was in English language and the students’ one
was in Albanian language.
3.2. Participants
The sample of this research will include 80 learners and they will be chosen from Primary
School “Luigj Gurakuqi” in Batllavë, 40 were students from eighth grade and 40 were from ninth
grade. In order to collect the data for my study, a test will be prepared for the learners,
anonymous questionnaires in both classes, and an open-ended questionnaire for the teachers. The
questionnaire was conducted respecting ethical issues, they have voluntary participate in the
research, completion of the questionnaires was anonymous with confidential data. The
confidence of each participant in this data would be used only for this study. Five teachers from
Primary School “Luigj Gurakuqi” in Batllavë, will be interviewed about their perceptions on the
factors that stimulates their students to learn English. This questionnaire was completed within
two weeks in collaboration with several primary school teachers.
Students – this research will include 80 learners, that were chosen randomly from Primary
School “Luigj Gurakuqi” in Batllave. Halt of the students were from eight grade and other half
were from nine grade. Students were from six different classes, out of wich forty-eight are
females and thirty-two are males. The questionnaire of students has contented twelve questions,
38
one out of twelve has the opportunity for students to write their opinion, whereas others are
elaborated with different alternatives.
Teachers – Five English language teachers have been interviewed and five classes were observed
in order to find out about the challenges they are facing in realization of the teaching hours of
English language, the methodology used, their strategies and techniques also about the
technology. Four English teachers were females and two males.
Five teachers from the Primary School “Luigj Gurakuqi” have seen interviewed about their
perceptions on the factors that inspires their students to learn English Language.
3.3. Instruments
The research was comprised by both the qualitative and quantitative methods. Within the
qualitative method, two main instruments were used: classroom observation and interviews with
teachers. Whereas, the questionnaire was utilized as a quantitative with students and teachers as
well, were eighty questionnaire were distributed to students who were chosen randomly from this
schools. The questionnaire of the teachers consisted of eleven questions that have do with
advantages and disadvantages that they face during English classes. In addition to question
regarding teaching, it also includes information of teachers such as qualification and work
experience as English language teacher. We discussed with teachers in order to find out about the
challenges they are facing, the methodology used, their strategies and techniques also about the
technology.
The instrument used for conducting this research is the questionnaire which was compiled by
me, student Jehona Bajrami, under the suggestions and academic assistance of Professor Bujar
Rushiti.
The questionnaire of students has contented twelve questions, one out of twelve has the
opportunity for students to write their opinion, whereas others are elaborated with different
alternatives.
39
In addition, five teachers from Primary School “Luigj Gurakuqi” in Batllavë, will be interviewed
about their perceptions on the factors that inspires their learners to teach the second language.
3.4. Manner of data collection
Permission was initially requested from the Municipal Directorate of Education in Podujeva and
from the school directors for the collection of data carried out by the instrument through primary
school teachers in the Municipality of Podujeva. The time in which the questionnaire was
completed is from 11.01.2022 to 30.01.2022, so the data were collected during January.
3.5. The ethical aspect

The study was developed respecting the ethical issues starting from the reporting of the literature
used, the voluntary participation of the participants in the research, the completion of the
questionnaires was anonymous with confidential data. The safety of each participant for these
data would be used only for this study respecting them until the end of this research.
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CHAPTER IV
FINDINGS
4.0. Introduction
The collection of information related to the motivation of students in learning the English
language was carried out through teachers of the lower cycle in primary schools, as well as after
examining the relevant theories, we reached the findings that we will present below.
One of the most important challenges that learners will face during the process of second
language is learning grammar. Motivation is obviously a very important element within a
language, especially in the process of learning a foreign language.
Factors that inspire learners are obviously an essential element within of language acquisition,
and learners should be aware of its importance. Meanwhile, different students may have different
background knowledge, also they have variety of factors that stimulates them to learn second
language. Some of the factors that stimulates learners are: for further studies, parental factors, to
become a global citizen, self-efficacy, curiosity to explore other cultures, etc.
Since motivation is a part of language learning and teaching, it is worth mentioning that variety
strategies should be indispensable parts of English learning and teaching which could greatly
assist English language learners in their journey of language acquisition.
From above it can be seen the importance of factors that motivate students in second language
can achieve a great deal of success in their classroom and social life.
4.1. Students questionnaire

Completion of the questionnaires was anonymous and confidential. The safety of each
participant will be used only for this study.
41
Question 1
How do you think your teacher encourages you to learn more?
Number of students Percentage
Graded evaluation 26 32 %
Awards and 12 15 %
acknowledgements
Punishment 9 12 %
Motivation 33 41 %
Total 80 100 %
Table 4.1. Percentage with data of question number one.
As it is seen from the students’ answer from above, intrinsic motivation plays an important role
on teaching English in primary education. These data are derived from the question from
students' perspectives towards their teachers on the teaching English language. Motivation is the
answer with the highest percentage. Motivation plays an important role in learning English in
primary education.
Question 2
1. Which one of those values characterizes your teacher?
Number of students Percentage %
42
Evaluations by grade 41 51 %
Indifference 7 8.5 %
Severity 11 13.5 %
Interactivity 21 26 %
Total 80 100 %
Table 4.2 Percentage with data of question number two.
Another important factor that has a great influence on learning English language is a teacher.
His/her behavior and quality it affects a lot in students outcomes. Based on the data from the
question nr. 2 we understand that extrinsic motivation is used by teachers of “Luigj
Gurakuqi” school, this kind of motivation is beneficial and helpful in successful outcomes of
students. Evaluation by grade has the highest percentage that characterize the teachers of this
school.
Question 3
1. Which teaching method do you like the most?
Traditional 9 11 %
Group learning 23 28.5 %
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Interactive learning 16 20 %
Learning thru activity 21 26.50 %
Total 80 100 %
Table 4.3. Percentage with data of question number three.
The traditional learning seem to be disfavored by students of this project. Group learning and
learning from activities it seem to be more preferred since students of language tends to be more
active in group and in communication skills as well. When students learn by practicing different
activities they are increasingly engaged and they tend to have a deeper understanding of the task.
Question 4
1. How often do you do activities on classroom?
More than twice a month 73 91 %
Twice a month 7 9%
Less than twice a month 0 0%
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Total 80 100 %
Table 4.4. Percentage with data of question number four.
According to the data above, the school that is under the study uses the activities more than twice
a month. Since this method it is so beneficial for students, teachers use one activity per week.
Question 5
1. Which of these properties does your teacher use for punishment?
Physical punishment 0 0%
Correction 18 22.50 %
Evaluation questions 42 52.50 %
Expulsion from class 20 25 %
Total 80 100 %
Table 4.5. Percentage with data of question number five.
Punishment may have variety of methods in classroom. Various punishment are applied for
various behavior of students. From the data of the table above, the teachers find the effective
45
punishment by evaluating the students with questions. This type of punishment it tend to have a
positive effect in student concentration during learning, particularly, when this technique have
not been successful, students are expulsion from class.
(It is worth mentioning that teachers of this school expulsion students from the class only 15
minutes, this it happens because the teachers want to observe the problematic student even after
the punishment, student after leaving the class may continue with another problem).
Talks about 28 35 %
achievements
Evaluation by grade 38 47.50 %
Interactive learning 14 17.50 %
Total 80 100 %
Table 4.6. Percentage with data of question number six.
Question 6
1. Which method does your teacher use for motivating you and for rewarding you?
Evaluation by grade it is still in the highest level of performance by teachers of “Luigj Gurakuqi”
elementary school.
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Question 7
1. How much do external factors affect your motivation?
Little influence 17 21 %
Average influence 44 55 %
Great influence 13 16 %
No influence at all 6 8%
Total 80 100 %
Table 4.7. Percentage with data of question number seven.
Meanwhile, 55% of students agree that external factors have impact in their process of learning
English. Whereas 17 % agree that they learn more when they are rewarded with money by their
parents while 6% disagreeing that external factors may have impact at all.
The data from below support the results of earlier researchers, because studies in general give a
high percentage in terms of the influence of external factors in the learning process. Some of
external factors are classroom atmosphere, influence of teacher, peer relationship, etc.
Question 8
1. Which is you preferred activity?
47
Communication 32 40 %
Summary of what I have 18 22.50 %

learned
Copy from board 7 8.5 %
Reading 23 29 %
Total 80 100 %
Table 4.8. Percentage with data of question number eight.
In the question “Which is you preferred activity?” the major answer is communication.
Communication is one of the most important skill that every student try to improve, it is a result
of a repetition and frequency of words used.
Question 9
1. Do you learn English for future purposes (e.g. get a job)?
Yes 64 80 %
No 16 20 %
Total 80 100 %
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Table 4.9. Percentage with data of question number nine.
Language has the power to promote our acumen and world-view, due to the importance of this
language, it has become a necessary issue for career development or other long-term goals.
In the table above we can notice a high percentage of aim of students that learn English language
for a future academic or career purposes.
Question 10
1. Learning English at school is?
Easy 59 73.75 %
Complicated 21 26.25 %
Total 80 100 %
Table 4.10. Percentage with data of question number ten.
Diversity and inclusion of students varies in the process of learning. So, some students find easy
to learn English as a second language, while others find it more complicated. The majority of
students 73.75% that participate in this task find the English language as easy subject to learn
and practice, while others learn English only for rewards.
Question 11
1. How many languages do you use at everyday life?
49
One language 23 28.75 %
Two languages 34 42.50 %
Three languages 15 18.75 %
Four languages 8 10 %
Total 80 100 %
Table 4.11. Percentage with data of question number eleven.
Multilingualism nowadays it is becoming a positive tendency world-wide. When a person it is

able to speak more than one language has a more knowledge about the diversity of literatures,
entertainments and may have more opportunities. The same opinion also share the participants of
the school that it is under the study, 42.5% of students use two languages at their everyday life,
18.75% use three languages. I asked them to write which other languages they use, second
language is English, third language it is German, fourth language that has the last range only 10
% it is Turkish language and in low percentage affirmed that they know little Arabic language
where they use it in religious rituals and in prayers.
Question 12
1. What would you like to change in your English classes?
The last question was intentional with no options, the students here were free to express their
thoughts about the changes you would make to the English language class. The data collected
50
from this question will be used for further recommendations in English language learning
curricula.
4.2. Teachers questionnaire
1. Which are methods that you teach on classroom?
Reading comprehension
Collaborative writing
Speaking (frontal teaching)
Presentation
Methods are the approach used for teaching, it is the best way that the content is presented. The
teachers try to use the most varied, attractive and creative methods to keep the students
motivated all the time.
Three out of five teachers claim that reading comprehension is the method that they practice the
most.
In paired reading, two students work together on a text. This method is helpful if one of the two
students is more confident in the correct pronunciation of English. He or she assumes the role of
tutor. The weaker student is the tutee. Both are given a text to read aloud together. The aim of the
exercise is to train reading fluency and thus also to promote speaking skills. Both should read a
text synchronously aloud, if they get out of sync, they should start again (duet reading). The tutor
should correct errors in the tutee's pronunciation and interrupt the flow to improve it.
Two out of five teachers claims that presentation method nowadays is having positive effects on
teaching and learning and is becoming more and more popular. In “Luigj Gurakuqi” primary
school, for example, pupils create a multimedia PowerPoint presentation on the fairy tales and
present it in front of the class.
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2. Which are the methods that you use to motivate pupils to achieve more on learning?
Talks about achievements

Evaluation by grade
Interactive learning
Praise them
The first thing to note is that grades are always given in comparison to their classmates. This
means that a student's grades are worse in a high-performing class and better in a lower-
performing class, despite the same level of personal performance. The grading system does not
evaluate the individual performances quite objectively. The respective school grade reflects the
current performance level of the student. It is also a kind of feedback and serves to compare the
performance of other students or your own previous performance.
With this evaluation system, the performance should be assessed in a clear and understandable
way.
3. How the use of praise affects learning for students?
Within a class the students show very different levels of learning, have different prior
knowledge, different motivational starting points and family backgrounds. All these elements
affect the student's learning and performance.
By the teacher’s answers we claim that not all praise are beneficial and meaningful. Some
teachers mean well and shower their students with praise. It is important to find the right balance
of praise and to praise your students honestly and sincerely.
4. Do you believe more on group learning or traditional learning?
52
Four out of five teacher are pro group learning method they have mentioned some of their
advantages and disadvantages.
Depending on the classroom circumstances, learning requirements and set goals, the teacher
must provide suitable teaching opportunities. When the class contains a large number of students
the individual method is almost impossible due to time limit, because the teacher must support
the students during the work process.
4.3. Results
From the scholars’ statements mentioned, it can be seen that motivation plays a dominant role in
learning and understanding a language as well as in communication situations. Therefore, factors
that inspire students to learn English as a second language is of great importance since this
language is becoming a key unit in building up skills and knowledge.
In different classes there are different factors that push students to learn English language. There
are variety of factors that inspires students of “Luigj Gurakuqi” school to learn English, such as:
evaluations by better grades, awards and acknowledgements, exploring about new cultures, or
even the intrinsic curiosity of posse more knowledge.
Regarding the first research question: RQ-1. Why are students interested in learning foreign
languages? Data from question number nine shows that based on student's answers we can
notice a high percentage of aim of students that learn English language for a future academic or
career purposes. From the data collected 80% of the students learn English language for the
future purposes, such as expanding borders.
Learning new things allows you to go beyond the known and expand the boundaries of
understanding. Any language is not just a set of lexical units and grammatical rules through
which people exchange information. When you get to know a foreign language, a new view of
53
the world is gradually formed, which may differ from the usual system of thinking. After all,
every language displays a way of thinking, a system of views, culture, traditions and worldview
of people. Therefore, one of the reasons to learn English is to better understand the people for
whom it is native. You will be able to expand your social circle, find friends among strangers
and besides, you will feel more free during the trip.
Regarding the second research question: RQ-2- Which are the most frequent motives to learn
foreign languages? From the data of our study, 55% of students agree that external factors have
impact in their process of learning English. Whereas 17 % agree that they learn more when they
are rewarded with money by their parents while 6% disagreeing that external factors may have
impact at all. English is qualified to be the language of computer, science and tourism and these
are the three main reasons why students need their English for their specific purposes.
The research also showed that intrinsic motivation and extrinsic motivation positively affected
students in learning English in primary education. And the relationship that the teacher creates
with the student directly affects the motivation of the student's performance in the English
language subject because some students have intrinsic motivation and some others have extrinsic
motivation. Teachers who do not have sufficient training do not sufficiently motivate students,
and teachers who have training and work experience tend to have greater ability to motivate their
students during the learning process. Based on the findings, teachers who have training are
motivated to teach their students. In relation to the training of teachers, as it has been observed
from the findings of this research that the teachers who are part of the training apply methods
that promote the motivation of learning English in primary education students. More precisely,
teachers who have a hobby of the English language also teach students to like learning the
English language.
When students learn, they should also consider learning as a form of entertainment. When they
are having fun, they will pay close attention and focus more much in their work and to get rid of
the boring routines of lectures. In the creation of the environment for learning also includes the
group of physical factors that influence mastering the content of the teaching subjects. These
physical factors include: class which must be equipped with the necessary tools and furniture,
54
light, temperature, ventilation, low noise level, as said above these factors are related to the
process of learning.
The issue of learning English strategies it will also be very different depending on whether
language learners’ primary goal is to understand the language, either in reading or listening, or to
produce it, either in speaking or writing. So, language learners should do many things such as to
use a variety of strategies, structure they language learning, review and practice target words.
Teachers who do not have sufficient training do not sufficiently motivate the students this is also
proven by the answers of the students that we have under study. So teachers who do not have
enough training do not motivate students enough, and teachers who have training and work
experience tend to have a greater ability to motivate their students during the learning process.
Based on the findings, teachers who have training are motivated to teach their students.
Teachers who have a passion for the English language also teach students to love learning the
English language.
From the data of this project and the answers of students, we come to the conclusion that there
are teachers who are classified as traditional and teach a lesson without including the students in
the learning process.
Based on the results of this study, teachers need to think about how to make students more
enthusiastic about school and increase their motivation to learn English. The essential aspect that
performance improves with high motivation shows that discussion for this topic is essential for
future teachers.
55
CHAPTER V
DISCUSSIONS
5.0. Intrinsic and Extrinsic motivation
Based on the hypotheses and findings related to learning, motivation and training, it can be said
that the findings show that motivation is one process that accompanies the whole life of the
school by realizing the combination of elements one by one with the other for learning to
function as a whole. Based on the findings of our research, we understand that: intrinsic
motivation plays a key roles in learning English language for primary education students in the
Municipality of Podujeva”. Thus intrinsic motivation has a very important role in teaching
English based on data extracted from this research analysis. This statement can be compared to
the research done by Lucas (2010), with which the results show that students are essentially
motivated to learn English when they have their natural curiosity. These findings support it
intrinsic motivation because when motivation is intrinsic we need no fear from penalties because
the activity itself is enjoyable and rewarding. More precisely this is also supported by (Deci &
Ryan, 2010), when they say that intrinsic motivation is caused by internal factors and is known
as the natural human tendency.
External motivation has a positive effect on language learning English is also confirmed. So
external motivation positively affects the learning of English language, based on data extracted
from the analysis descriptive.
External motivation describes the activities that students do by doing anticipated rewards. As
also seen from the findings of questions 13 and 14. The findings of these questions only make
the external motivation more convincing, which is also supported by (Tohidi & Jabbari, 2012),
where they say that rewards encourage students to be productive, because they create a sense of
pride and achievement and being successful makes students happy (question 9 and 10).
56
5.1. The role of the teacher in motivation
The first priority is to help teachers understand why motivation is important. But this can be a
challenge when primary school education textbooks usually only devote one chapter to
motivation, and this chapter provides little more than an overview of theories and concepts.
Motivation is a very important element in human life and daily activity in all areas of life.
Motivation means the arsenal of data and reasons to carry out an action or a thought. There are
several methods that help increase motivation in children. Among them, verbal, visual and
practical methods, research methods, an application of the reward system or the use of non-
traditional forms of work. Learning these methods, while not losing their interest, is the main
task of the teacher. If this fails, then the motivation to learn can start to decline.
One of the many discussions and concerns that have accompanied the educational process has
been and continues to be the well-known fact: Different results for the same conditions of the
development of the educational process. If we start the dictations, we say that the students who
learn in the same class, are taught by the same teachers in the same subjects and under the same
conditions, do not understand the process of teaching, explaining, clarifying, etc. in the same
way.
Students have significant differences in the learning process, and moreover, the differences are
often large, especially in the tasks where they do independent work, some students progress
quickly, some more slowly, and others almost do not learn anything.
Education is a process with constant changes and the same goals. So, the teacher must
immediately use different methods for motivation and quality teaching for all students in the
class. Based on this reality, the teacher must believe that students have different abilities and
learning rates. As a result, the teacher must anticipate, define and realize objectives and activities
that set all students in motion, depending on their individual abilities, regardless of the different
levels of knowledge they possess.
Many researchers in the sciences of education have dealt with the fact and the theory that
different students have different abilities and characteristics in the classroom. One of them
57
classified the students according to their type of intelligence. According to him, intelligence is
not a single thing, nor can it be measured with a simple test that can show the intelligence
quotient. (Howard Gardner. 1987).
In his works, Gardner accepts the existence of at least eight types of intelligence and many other
suggestions.
Intelligences according to Gardner:
 Linguistic intelligence: Students who carry this type of intelligence tend to speak, write,
discuss, read, travel, etc. This type of student tends to learn more foreign languages.
 Logical-mathematical intelligence: students with such intelligence have good results in

mathematics, they like logical games, and they choose problems quickly and accurately.
This type of intelligence usually accepts learning a second foreign language.
 Spatial intelligence: People with strong spatial intelligence are usually well and quickly
oriented on the ground and on maps. They are good at geometry and stereometry, they
can become painters and artists.
 Musical intelligence: people with such intelligence feel pleasure and appreciate musical
performances, can sing, compose, play instruments, enjoy music and different sounds.
Students with this intelligence in our case can learn the English language much more
easily by listening to music and by themselves than in a class where the language is
taught with grammatical rules.
 Kinetic-bodily intelligence: people with high kinetic-bodily intelligence feel the need to
move, are physically active, can become athletes or coaches of various sports.
58
 Naturalist intelligence: this type of people feel the pleasure of being in the fresh air, they
want to observe nature, plant and animal life and in general have a sense of understanding
the natural world.
 Interactive intelligence: such people learn by exchanging ideas with others, prefer to
collaborate with other people for projects, and usually feel pleasure in trying or spending
time with another person.
 Interpersonal intelligence: people with strong interpersonal intelligence usually learn,

initially in an independent and individual way, overestimating their abilities in
understanding and thinking.
Discoveries and publications of Gardner and his colleagues are very important for all teachers,
pedagogues, educators, parents, etc. For a long time, even in the past, there was talk about
students who have certain tendencies and directions. Gardner's theory of multiple intelligences
provides a theoretical basis for recognizing different abilities and talents of students, this theory
recognizes that not all students may be good at language or math, they may be weak with
language learning. fluent in English and have a passion for music or able to have a successful
experience in another field.
But there are also those who can possess one or more types of intelligence, so this student can be
successful in all academic subjects, but here it should not be excluded that motivation also plays
a very important role because not all subjects this student learns with internal motivation, other
factors also influence him to learn and be successful in all subjects, this is the most concrete case
of elaborating the importance of the teacher in motivation. In a heterogeneous class with
different intelligences, the teacher must analyze the results of the students and motivate them in
different areas, in this type of class, learning becomes more suitable for everyone if different
methods and theories of learning are used in the classroom. to bring you equality and ease among
all students.
59
The teacher is a key and very important figure in the process of motivation and learning. A good
teacher must create a suitable climate for all students within the lesson, have different views,
thoughts, debates, adequate activity.
Knowledge of the concepts, principles and theories of motivation should be basic elements in a
basic course in education. But teachers need to know how this conceptual knowledge relates to
the classroom and their instructional role in the classroom.
We don't just want students to achieve, we want them to value the process of learning and
improving their skills, we want them to willingly put in the effort necessary to develop and apply
their skills and knowledge, we want them to develop a long-term commitment to learning.
Motivation is also important in meeting the objectives and standards at school. Even until a few
years ago motivation was one of the rubrics of the teacher's daily preparation that has now
strangely fallen out of the scheme of suggestions given by the strategists of preparing the
teacher's diary.
However, motivation remains one of the strong weapons in the teacher's hand to make students
aware of achieving the highest possible results. Motivation encourages and develops the student's
creative thinking. I present a student's artistic creation or a beautifully executed task to other
classes and notice that it is followed with much more interest and attention compared to that of a
class student. Not infrequently, this technique seems to motivate the listening students to think of
themselves as potential writers.
Often, according to this research, motivation is characterized within the quantitative view in
which motivation is described as the intensity of the behavior, the direction of the behavior and
the duration of the behavior. Instead of the duration of the behavior, we should think about the
quality of the task engagement. Instead of directing behavior, we should think about students'
learning goals or reasons.
The task facing teachers is not to maximize or optimize the level of motivation. For them, to
suggest so perpetuates a view that motivation is a state of arousal or energy. What is assumed is
that by increasing or optimizing this state, performance will increase.
60
Teachers who do not have sufficient training do not motivate the students enough, and teachers
who have training and work experience tend to have greater skills to motivate their students
during the learning process. Based on the findings, teachers who have training are motivated to
teach their students.
5.1.1. Strategies for increasing motivation
In order to encourage and increase the motivation of students, the application of different forms
that stylize it is of great importance. Extrinsic motivators can be more effective when the rewards
are closely related to the goal accomplished. Likewise, rewards must have a criterion and be
given only when they are clearly deserved. If minimum rewards are given, this conveys the
message that even minimal effort is acceptable and thus the reward becomes invalid.
Efforts should be made to make the students feel supported and in a warm environment, in
particular, the children of lower primary schools need to feel that the teachers are involved in
their lives. The teacher must manage the time and be attentive to a positive atmosphere in the
classroom, answer students' questions and praise them for tasks well done. Despite this, not all
students may have the same motivation. The variety of activities can motivate all students in the
lesson, the more interesting the task, the greater the possibility that the students will be
encouraged to complete it successfully. Even highly motivated students need school activities
with which they will engage in the development of their interests and prior knowledge. Missions
that seem impossible and very easy discourage students, while the same effect can be achieved
with those tasks that are repeated.
Also, stimulating the students' independence is a contemporary practice and it turns out to be
successful, if the teacher tries to do everything in the lesson, it would really be a failure, because
in this case they would restrain the students' creativity and initiative.
Students often need to feel appreciated for their success.
61
5.2. Recommendations
Findings of this research, can be given recommendations for teachers who are very important
factors and have a major role in bond formation in student motivation. Respectively, teachers
must use different forms of communication with students in order to create a high level of trust
in them, so that they can influence the student's motivation for learning English. This way they
will be able to get involved in the psychology of students or in other words will be able to cross
the barriers set by the student himself for the environment and the persons who have
communication with them. Some of the ways of communications are for example praise, reward,
conversation, caress etc.
Therefore, even as such a paper, it gives some recommendations:
Given the fact that English is considered the language of the 21st century, it is needed to be
introduced to each age group, using different methods for learning, as well as Ministry of
Education to organize trainings to prepare teachers of use modern innovative methods that
motivate students to learn English.
A quality teaching can be achieved with various trainings, by implement the most innovative
teaching methods, only in this way students as the basic pillar of society will have the
opportunity to be motivated, to expand knowledge, to change attitudes and increase their skills
and values in order to achieve best results. All these values will enhance the intellectual
development of society of the 21st century, the society which seeks to enrich knowledge by
62
learning the language global, English. And of course that one thing can only be achieved with
motivation-the main factor of any vital action.
Another recommendation for teachers also for students is using new technologies, but also they
must be very careful in receiving data from the Internet. The Internet is not owned by anyone and
no one can control the data that is placed on it every minute, the information on the Internet, not
to fall under different influences, to be able to criticize the information found by comparing it
with other sources. For schools, this problem would be solved if they were organized more
additional training for both teachers and students, how to critically approach the information
obtained from the Internet and compare it with other sources.
A successful lesson should contain:
- Organization and leadership
- Communication
- Critical and creative thinking
- The development of new knowledge
- Independent work and self-direction
- Group work
- Use of technology under the supervision of the teacher
Based on the results from the data analysis of student’s questionnaire, teachers should update the
training from time to time to have well performance; diversity of activities on English class
should be more frequent and necessary; factors that motivate learning should be responsibility of
a mass starting from the family, teacher, society and additional activities scheduled from the
Ministry of Education.
63
CHAPTER VI
Conclusion
Motivation and its importance for learning English is a process that accompanies the whole
school life and makes the interaction of each other that the learning of functioned as a whole.
And as a 21st century language, every elementary school student is given the opportunity to be
sensitized with the opportunity to learn other foreign languages, as and learning in general also
means the possibility of learning English.
Starting from what was said in the chapters above and scholars like Gardner (1972), Krashen
(2009), Alizedah (2016), Williams 2011, Lucas (2010) etc. who researched topics for student
motivation and for learning English in education primary motivation positively affects students
in learning English.
Motivation is transmitted to the student through various forms such as: behavior,
communication, methods, techniques, tools, rewards, etc. The role of the teacher in the process
of learning English in primary education is great. Motivation students to learn a language is
considered a crucial factor influencing achievement and ability to learn. Research has shown that
motivation plays a role
important for learning English.
Although we know that different factors affect students to learn foreign languages so by using
the data that we will collect ,we will have clear results that will help us understand which factors
64
inspire students to learn new or foerign languages. We also will know the main reason why
students are interested in learning foreign languages. Strategies of teaching have a big impact on
learning language . They can be the best example for students and inspire and motivate them on
learning languages. To inspire or motivate to do something good for his-her future it is the best
thing you can do in your life. Keeping students motivated it isn’t an easy task, students
motivation in foreign language is affected by several factors such as age and culture.
Intrinsic motivation in learning is more successful because, deeper and more comprehensive
forms of learning are used. This also explains the outcome that has a higher learning benefit, as
learning is not limited to pure factual knowledge, but aims to understand what has been learned.
On the other hand, with extrinsic motivation, the demands come from external factors. Extrinsic
motivated
actions are not performed for their own sake, but in relation to a goal that is perceived as likable
or valid and that is more or less coincidentally related to these actions.
As for the methodology used in our schools, even though I am not against test methods for
evaluating students, but I also believe that other methods should be included for evaluation. I
think that all this process has taken place during the transition time and I think the teachers were
not prepared for such a big change, from traditional teaching to student-centered method. In this
case, the cooperation would be greater and the teaching lesson would be developed in pairs and
teamwork also through various games and the technology of the 21st century and since it is
characteristic that we have fewer students it would have been easier to manage the teaching
process. We hope and we are optimistic that things will change in a near future where people will
pay more attention to Education in our country.
Learning English language is a key to creating good international relations between different
cultures, so I hope this study raises awareness on its importance because I believe that it is
essential to be taught to our youth.
65
References
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69
Appendix 1
Questionnaire for students
GENDER M / F
AGE ________________________
SCHOOL ________________________
1. How do you think your teacher encourages you to learn more?

A) Graded evaluation
B) Awards and acknowledgements
C) Punishment
D) Motivation
2. Which one of those values characterizes your teacher?

A) Evaluations by grade
B) Indifference
C) Severity
D) Interactivity
3. Which teaching method do you like the most?

A) Traditional
B) Group learning
C) Interactive learning
D) Learning thru activity
4. How often do you do activities on classroom?

A) More than twice a month
B) Twice a month
C) Less than twice a month
5. Which of these properties does your teacher use for punishment?

A) Physical punishment
70
B) Correction
C) Evaluation questions
D) Expulsion from class
6. Which method does your teacher use for motivating you and for rewarding you?
A) Talks about achievements
B) Evaluation by grade
C) Interactive learning
7. How much do external factors affect your motivation?

A. Little influence
B. Average influence
C. Great influence
D. No influence at all
8. Which is you preferred activity?

A. Practice
B. Summary of what I have learned
C. Copy from board
D. Reading
9. Do you learn English for future purposes (e.g. get a job)?

A. Yes
B. No
10. Learning English at school is?

A. Easy
B. Complicated
11. How many languages do you use at everyday life?

A. One language
71
B. Two languages
C. Three languages
D. Four languages
12. What would you like to change in your English classes?

(Feel free to write your opinion)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________
72
Appendix 2
Questionnaire for teachers
1. Which are methods that you teach on classroom?
2. Which are the methods that you use to motivate pupils to achieve more on
learning?
3. How the use of praise affects learning for students?
4. Do you believe more on group learning or traditional learning?
73
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FACULTY OF ENGLISH LANGUAGE

Factors that inspire pupils of elementary schools to learn English

Factors that inspire pupils of elementary schools to learn English

Thank you all

Motivation on learning English Language 15

2.3. Indicative forms used by the teacher to teach students 17

2.4. The concept of motivation 17

2.5.The theories of motivation 18

2.6. Learning English in primary education in Kosovo 23

2.6.1. The importance of Curricula 24

2.6.2. Mother tongue and foreign language 24

2.7. The importance of motivation 31

2.8. Increased motivation to learn English 32

2.9. English language learning strategies 33

2.9.1. The games 34

3.4. Manner of data collection 40

4.2. Teachers’ questionnaire 51

5.0. Intrinsic and Extrinsic motivation 56

Keywords: factors, inspire, elementary, students.

Ky punim u fokusua në përcaktimin e faktorëve që frymëzojnë nxënësit e shkollave fillore për të

Fjalë kyçe: faktorë, frymëzoj, fillore, studentë.

Table 4.1. Percentage with data of question number one.

Table 4.2. Percentage with data of question number two.

Table 4.3. Percentage with data of question number three.

Table 4.4. Percentage with data of question number four.

Table 4.5. Percentage with data of question number five.

Table 4.6. Percentage with data of question number six.

Table 4.7. Percentage with data of question number seven.

Table 4.8. Percentage with data of question number eight.

Table 4.9. Percentage with data of question number nine.

Table 4.10. Percentage with data of question number ten.

Table 4.11. Percentage with data of question number eleven.

Fig.1.0. Intrinsic motivation vs. extrinsic motivation

The aim of the research

The objectives of this thesis are:

1. Why are students interested in learning foreign languages?

Research Design and Methodology

This thesis is composed of the following chapters:

MOTIVATION ON LEARNING ENGLISH LANGUAGE

2.2. Literature Review

2.4. The concept of motivation

2.5. Theories of motivation

2.6. Learning English in primary education in Kosovo

2.6.1. The importance of Curricula

The main competences are:

2.6.2 Mother tongue and foreign language

 How is a foreign language acquired or learned?

Motivation plays an extraordinary role in student outcomes.

2.9.1. The games

3.4. Manner of data collection

3.5. The ethical aspect

4.1. Students questionnaire

Number of students Percentage

Table 4.1. Percentage with data of question number one.

1. Which one of those values characterizes your teacher?

Number of students Percentage %

Table 4.2 Percentage with data of question number two.

1. Which teaching method do you like the most?

Number of students Percentage %

Group learning 23 28.5 %

Learning thru activity 21 26.50 %

Table 4.3. Percentage with data of question number three.