The Influence of learner's Motivation on Teaching and Learning English Luanguage

PROTESTANT INSTITUTE OF ARTS AND SOCIAL SCIENCES (PIASS)
FACULTY OF EDUCATION
DEPARTMENT OF LANGUAGES
INFLUENCE OF LEARNER’S MOTIVATION ON

TEACHING AND LEARNING ENGLISH LANGUAGE
CASE STUDY OF TTC SAVE, GISAGARA DISTRICT,
SOUTHERN PROVINCE, RWANDA
A dissertation submitted to the faculty of education in partial fulfilment of the

academic requirements for the award of Bachelors‟ Degree of education with
honours in English.
NIYONSABA Jerome
REG NUMBER: PIASS /FED/18/2245
Supervisor: Mrs MUKANZIZA Jaquelline
April, 2023
DECLARATION
I, NIYONSABA Jerome, a student at the Protestant Institute of Arts and Social Sciences
(PIASS), Faculty of Education, Department of Languages, Option of English, hereby declare that
this dissertation report entitled "Influence of learner’s motivation on teaching and learning
English language. Case study of TTC SAVE, Gisagara district, southern province,
Rwanda" is my original work and it has not been presented for any award of degree or diploma.
Signature…………………..
NIYONSABA Jerome
Date ……. /…../2022
i
APPROVAL
This is to testify that this short dissertation entitled "Influence of learner’s motivation on
teaching and learning English language. Case study of TTC SAVE, Gisagara district,
southern province, Rwanda " has been under my supervision and has been submitted to the
faculty of education for examination with my approval.
Supervisor‟s signature …………………
Mrs MUKANZIZA Jaquelline
Date ……. /…../2022
ii
DEDICATION
I dedicate this work to my parents, brothers and sisters, friends, and classmates, who all helped
me in both financially and spiritually.
God bless them.
iii
ACKNOWLEDGEMENT
First of all, I would like to thank the Almighty God for his protection and strength he gave me to
complete this work.
Secondly, my sincere gratitude goes to PIASS administration, specifically the Faculty of

Education; Department of English, which provided me with theoretical and practical academic
knowledge while pursuing my studies. I would like to thank my supervisor Mrs MUKANZIZA
Jaquellinefor his devotion to the success of this work.
I owe more than a debt of gratitude to my parents, brothers and sisters, friends and all my
classmates for their love, care and support towards my education.
I am thankful to all who have contributed to my study for their affection and support.
May God bless you all!
NIYONSABA Jerome
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TABLE OF CONTENTS
DECLARATION ............................................................................................................................. i
APPROVAL ................................................................................................................................... ii
DEDICATION ............................................................................................................................... iii
ACKNOWLEDGEMENT ............................................................................................................. iv
TABLE OF CONTENTS ................................................................................................................ v
LIST OF FIGURE.......................................................................................................................... ix
LISTS OF ACRONYMS AND SYMBOLS................................................................................... x
ABSTRACT ................................................................................................................................... xi
CHAPTER ONE: GENERAL INTRODUCTION ......................................................................... 1
1.0 Introduction ............................................................................................................................... 1

1.1 Background to the study ........................................................................................................... 1
1.2 Problem statement ..................................................................................................................... 5
1.3 Research purpose ...................................................................................................................... 6
1.4 Research Objectives .................................................................................................................. 6
1.4.1 General Objective .................................................................................................................. 6
1.4.2 Specific Objectives ................................................................................................................ 6
1.5 Research questions .................................................................................................................... 6
1.6 Significance of Study ................................................................................................................ 7
1.7 Scope of the Study .................................................................................................................... 7
1.8 Organisation of the study .......................................................................................................... 8
CHAPTER TWO: LITERATURE REVIEW ................................................................................. 9
2.0. Introduction .............................................................................................................................. 9

2.1.1. Influence ............................................................................................................................... 9
2.1.2. Learner .................................................................................................................................. 9
2.1.3. Motivation ........................................................................................................................... 10
2.1.4 .Teaching .............................................................................................................................. 10
2.1.5. Learning .............................................................................................................................. 11
2.1.6 English language .................................................................................................................. 12
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2.2. Theoretical orientation ........................................................................................................... 14
2.2.1 Maslow theory of hierarchy of needs................................................................................... 14
2.2.2 Attribution theory................................................................................................................. 16
2.3. Related literature .................................................................................................................... 17
2.3 .1.Methods of rising student‟s motivation in teaching and learning English.......................... 17
2.3.2. Consequences of lack of motivation on teaching and learning English ........................... 18
2.3.3. Challenges meet by teacher while teaching English ........................................................... 19
2.3.4 Influence of learner‟s motivation on teaching and learning .............................................. 21
2.3.5. Solution to challenges teacher faced with while teaching English ..................................... 23
CHAPTER THREE: RESEARCH METHODOLOGY ............................................................... 26
3.0 Introduction ............................................................................................................................. 26

3.1 Research Design...................................................................................................................... 26
3.2 .Target population ................................................................................................................... 26
3.3. Sample size ............................................................................................................................ 27
3.4. Sampling Techniques ............................................................................................................. 28
3.5. Data collection techniques ..................................................................................................... 28
3.5.1. Primary data ........................................................................................................................ 28
3.5.2 Secondary data ..................................................................................................................... 29
3.6 Instrument of data collection .................................................................................................. 29
3.6.1. Questionnaires..................................................................................................................... 29
3.6.2. Interview ............................................................................................................................. 29

3.7. Data collection procedures ..................................................................................................... 30
3.7.1 Primary data ......................................................................................................................... 30
3.7.2 Secondary data ..................................................................................................................... 30
3.8 Data analysis ........................................................................................................................... 30
3.9 Ethical consideration ............................................................................................................... 31
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION .......... 32
4.1. Identification of Respondents......................................................................................... 32

4.1.1. Gender of respondents ............................................................................................ 32
4.1.2. Educational level of respondents ........................................................................................ 32
4.2. Research Findings from the students of Teaching Modern Languages (TML) ..................... 33
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4.2.1. Method of rising students motivation in classroom ............................................................ 33
4.2.2. Consequences of lack of motivation on teaching and learning English ............................. 36
4.2.4. Influence of learner‟s motivation on teaching and learning English .................................. 43
4.3. Different views from head teacher and teachers from TTC Save .......................................... 46
4.3.4 Influence of learner‟s motivation on teaching and learning English ................................... 48
CHAPTER FIVE: DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS ............. 49
5.0. Introduction ............................................................................................................................ 49

5.1. Discussions of findings .......................................................................................................... 49
5.1.4. Influence of learner‟s motivation on teaching and learning English .................................. 53
5.2. Conclusions ............................................................................................................................ 55
5.3 Recommendations .......................................................................................................... 56
5.3.1 To school leaders ................................................................................................................. 56
5.3.2 To teachers ........................................................................................................................... 56
5.3.3 To students ........................................................................................................................... 56
5.3.4 To further studies ................................................................................................................. 56
REFERENCES ............................................................................................................................. 57
APPENDICES ................................................................................................................................ 1
vii
LIST OF TABLES
Table1: Target Population............................................................................................................. 27
Table 2: Sample Size Statistics ..................................................................................................... 27
Table 3: Gender of respondents .................................................................................................... 32
Table 4: Education of respondents ................................................................................................ 33
Table 5: Method of choosing and trying rise possibilities for enriching student motivation ..... 34
Table 6: Bring varying degrees of both intrinsic and extrinsic motivation to the students learning
is a method of rising student‟s motivation in classroom............................................................... 34
Table 7: Method of teaching the students how to produce results while maintaining focus
Purposeful connection with work emerging motivational results from connecting with work as
a source of self-expression, exploration, and sustained creativity ................................................ 35
Table 8: The ways of motivating students is to give students an opportunity to show what they
values most to represent their interests and important experiences .............................................. 36
Table 9: Consequence of student‟s poor academic performance.................................................. 36
Table 10: Difficulty in developing students‟ speaking skills is a consequence of lack of
motivation ..................................................................................................................................... 37
Table 11: Difficulty in developing students‟ reading skills is a consequence of lack of motivation
....................................................................................................................................................... 38
Table 12: Difficulty in developing students‟ writing skills is a consequence of lack of motivation
....................................................................................................................................................... 38
Table 13: Difficulty in developing students‟ listening skills is a consequence of lack of
motivation ..................................................................................................................................... 39
Table 14: In classroom, teachers are challenged by failing to use teaching methodologies while
teaching English ............................................................................................................................ 40
Table 15: Teachers are challenged by limited professional development opportunities while
Table 16: Culture of traditionalism in professional of teaching is a challenge meet by teachers
while teaching English .................................................................................................................. 41
Table 17: Writing skills specifically, teachers need more practice in teaching effective writing
skills .............................................................................................................................................. 42
Table 18: Lack of students‟ commitment and interest is a challenge meet by teachers while
Table 19: Motivation will increase students' time on task and is also an important factor affecting
their learning and achievement ..................................................................................................... 43
Table 20: Motivation enhances cognitive processing ................................................................... 44
Table 21: Motivation influences the inner strength to learn, to discover and capitalize on
capabilities, to improve academic performance............................................................................ 44
Table 22: Motivation uplifts student's enthusiasm about the activities presented to them ........... 45
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LIST OF FIGURES
Figure 1: Maslow theory of hierarchy of needs ............................................................................ 15

Figure 2: Conceptual framework .................................................................................................. 25
ix
LISTS OF ACRONYMS AND SYMBOLS
%: Percentage
A: Agree
CBC: Curriculum Based Competence
D: Disagree
ESL/EFL: English as a Second Language/ English as a Foreign Language
F: Frequency
MINEDUC: Ministry of Education
N: Neutral
PIASS : Protestant Institute of Arts and Social Sciences
SA: Strong Agree
SD: Strong Disagree
TML: Teaching Modern Languages
TTC: Teacher Training College
x
ABSTRACT
The present study sought to assess the influence of learner‟s motivation on teaching and learning
English language at TTC Save, Gisagara district. This study is made of four specific objectives;
to find out the method of rising students motivation in classroom, to investigate the
consequences of lack of motivation on teaching and learning English, to determine challenges
meet by teacher while teaching English, and to explore the influence of learner‟s motivation on
teaching and learning English at TTC Save. This study used a descriptive design using both
quantitative and qualitative approaches. Sample was made of 79 respondents selected in entire
population of 244 respondents. Simple random and purposive sampling techniques were used.
Data was collected by use of questionnaire and interviews. Quantitative data was analyzed and
presented using frequency and percentage tables while qualitative data was analysed through
content analysis. In regard to the first objective, the study found that bring varying degrees of
both intrinsic and extrinsic motivation to the students learning is a method of rising student‟s
motivation in classroom as concurred on 70%. This indicates that motivation is the heart of
learning, golden road to learning and potent factor in learning, as all learning is motivated
learning. For the second objective of this study, it was found that student‟s poor academic
performance is a consequence of lack of motivation on teaching and learning English as 90%.
Regarding to the third objective of this study, it was found that in classroom, teachers are
challenged by failing to use teaching methodologies while teaching English as agreed on 78.6%.
Regarding to the fourth objective of this study, it was found that motivation will increase
students' time on task and is also an important factor affecting their learning and achievement as
agreed on 84.3%. As conclusion, motivation increases the performance of learning. As
recommendation, motivation should be a crucial tool in teaching and learning activity.
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CHAPTER ONE: GENERAL INTRODUCTION
1.0 Introduction
This general introduction outlines the background to the study, research problem, objectives of
the study, the research questions, the significance of the study, the scopes of study, and
limitations of the Study and organization of the study.
1.1 Background to the study
Most people consider English to be a global language because it is the one language that is
spoken and understood by the majority of the population in almost every region of the world
(Crystal, 2013).we are now experiencing a globalization era. Globalization is relatively new
phenomena of multi-dimensional nature that puts variety of complex trend in economic, social
and cultural fabric of all societies. As English as world language is not merely an international
language. The nations of international language can be understood as language which is used in
any international communication which involves people from two or more countries (Rohmah, 1
February 2005) .
In addition to that in the earlier era, the spread of English from Britain to other territories was
mostly through colonization and the first groups of settler from England come to the America
continent in search for a new land in which they expected to be able to purify their faith. The
other groups of English speaking people come to the continent for trading (Devid, November
2004) . The situation today. In the eighteenth century countries wanted to stop the language
changing and they wanted to eliminate usage variation .In neither case were successful
.Moreover diversity which is increasing caused the spread of using English Language. (Devid,
November 2004).
The main purpose of education is the integral development of a person. Education can contribute
to the betterment of society as a whole. Education must also train one for quick, resolute and
effective thinking that help individual to solve daily problem and perform given task. (King,
1947). English was updated as a passport to success and was integrated into national teaching
curricula. English language courses raises international education standards can dominate whole
system .As English language discourse involve values, attitudes, social and cultural norms as
well as different textual conversation including content, form styles as well as knowledge
understanding (Rossool, 2012)
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The present world has turned into a global village, which has resulted the union of people across
culture and races .It has also reshaped the dynamic of modern day business and number of
multinational organizations have grown across the world at an unbelievable speed. This signified
the importance of communication skills which allow individual to connect with people from
different cultures. As result, the role of business communication instructors has become vital.
(Raja, 2018).
Globally, technology affect the needs of society and also affect way teacher teach in classroom
and increase educational quality by giving students ability to memorize and retrieve what they
have learned and technology may be the catalyst needed for school to solve problems related to
teaching and learning (Harris, 2016)
All human actions are based on anticipated future. We can know the future because it does not
exist yet but we can use our current knowledge to imagine future and make them happen .The
better we understand the possibilities of our future it help us to appreciate the opportunities and
challenges that the artificial intelligence creates, so, we need both good understanding of what AI
is to day and what future may bring when AI is used in society (Likka, 2018).
World modern teaching techniques have been spread all over the world, which is useful and easy
for teachers. Modern teaching techniques educate children well and help them to understand the
content clearly. Ended outcomes of using modern teaching for teachers professional
development need to be explored (Kuhllman, 2013) .Some skills and capabilities of using that
techniques enable students to participate in classroom and increase levels of their performance.
And student who taught by qualified teacher who is able to use methodologies that help learners
to participate in English language subject tend to perform better than those who are not
motivated by their teachers who use poor method of teaching (Murugesan, February 2019).
In school context ,standards are generally defined as bench marks for goals that students will
attain (Kuhllman, 2013).In traditional classroom students learn passively by memorizing what
teacher explained to them without discussing or participating in their learning this prevented
them construct their own knowledge whereas in the modern teaching method teacher act as
facilitator and learners participate actively and revise their lesson that result to good classroom
achievement (Jennifer, 2016). Globally motivation is perceived to be composed of three element
such as effort ,desire and effect in context to English subject motivation to put effort in learning
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desire the need of performance and fluent in language and predict the effect of learning English
on global market .Motivation t helps teacher to deliver lesson effectively by giving learners
global knowledge that will help them to become able citizens that able to solve worldwide
problems in addition to that because teachers predict the impact of students performance to the
future generation (Huy Cuong Nguye, March 2019)
Modern and traditional teaching method in Africa. Education existed in Africa long before the
continent was colonized or even before the slave trade. Knowledge ,skills and attitudes were
passed from generation to generation mostly through words of mouth in the Africa n societies
.This is because African societies ,just like any other societies share the common ancestry which
has led to the most unique characteristics .In African tradition the elder were teachers and they
taught young adult a number of secret ,teaching them to obey and support chief .African
education combined both intellectual land manual labour which made the teacher their education
to young teacher .Education in Africa during colonization was used to convert African into
foreign religion. Implication of African education for development in Africa was used to
maintain existing relation of production in the global economy. (Mosweunyane, April 2
2013)
The use of English in Africa perceived as both opportunities and the challenge .The increased
use of the English language in global higher education could be considered as positive
development because the language has become lingua franca of global continental scientific
communities. Proficiency in English language in the contemporary world of globalization and
international of higher education seems to have added advantages of enhancing academic and
higher education institution. (Tabikew, 5 May 2021).
One of the most difficult aspects of teaching English is how to motivate students. The secret is
to identify students motivation then make lesson relevant for them .Many African students learn
English because they will be fluent, certain education requirements, to travel abroad ,meet
more people with the aid of English and get well paying job that will help them to earn money
to satisfy their needs and wants .Without motivation students will fail in their attempt and their
hopes of learning English (Seven, October 2020)
Traditional in Rwanda operate6-3-3-4 system primary school -6years, secondary school -6years
(ordinary level)-3years secondary school. Before the arrival of colonization Rwanda education
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was informal where boys trained in Itorero and thought by elder of community force based
activities such as hunting, fighting and other skills that will help them to take care of their
families (wife and children). Girls were trained in imbohero where they received home based
activities such as cooking, caring husband from elder wife of community (SIBOMANA, 5
September 2018). In Rwanda long before the arrival of European trading was French was the
first language used in education and it was most-widely spoken European language Belgian
colony until it began losing ground to English after Rwanda‟s 1994 genocide.
After Five years later French replaced by English as the language of education from that time to
now English is language used as second language in Rwanda and first used language in Rwandan
education. In 2008 the government changed the medium of education from French to English
and Rwandan government had introduced French as a foreign language class at the primary
school level, and French was still widely used by members of the upper classes. (SIBOMANA, 5
September 2018)
Today, Rwanda is one of the top performing countries in education .98% of children enrolled in
primary school however, there are several challenges in education. Although nearly every child
enrols into primary school, only 71 % of children complete their primary education (Bidgeland,
2009).
In Rwanda primary education and lower secondary education is known as nine year basic
education this consist 6years of primary education and 3 years of lower secondary education .For
these 3 final years pupils can choose between general educations, technical secondary education
or Education at teacher training college (TTC). Students take exams in at least 3 determined
subjects. Exams results are expressed in letter where A through are passing grades. Diploma also
specify the total number of point in order to be admitted to higher education. General
certificate of secondary education and professional certificate of secondary education A2 grant
access to higher education .Institution and degree programs may also apply specific
requirement in term s of students exam result as determined students performance in language
used in education is key elements to increase the numbers of students who enrol primary
education to higher learning institution (Nuffic, December 2015).
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1.2 Problem statement
There is a growing realisation that students need to do more than just listen to learn in a changing
environment. Lecture method, in which instructors talk and students listen, has dominated the
language classroom for centuries. Nowadays, however, educators are becoming increasingly
concerned with the efficacy of their lecturing and testing methods. Within this changing context,
however, there are many difficulties associated with large class sizes, teaching and assessment
culture, and time and energy needed in assessment, as observed in classroom settings in TTC
Save. Also, there are some students show negligence or little commitment to study English
language in a serious way in TTC Save particularly in Teaching Modern Languages (TML). As a
result, they will be obsessed with the development and use of other indigenous languages in their
mates, groups, dormitories, homeland, etc.
Due to the trend shift in language teaching from teacher-centred to student-centred approaches in
TTC Save particularly in Teaching Modern Languages, many challenges have occurred in how
teaching and learning is actually practised in classrooms based on what the student is learning,
how the student is learning, the conditions under which the student is learning, whether the
student is retaining and applying the learning, and how current learning positions the student for
future learning.
As observed during my internship in TTC Save, the traditional teaching strategies are still
adopted by English teachers. One of the major challenges in these traditional teaching strategies
is that the teacher‟s perspective becomes the major determining factor in the resulting classroom
environment. Thus, what teachers believe about classroom discourse influences the types of
discussion that occur within the classrooms, so students have little or no influence in the
direction of the discussion.
Most instructors and students in TTC Save particularly in TML are confused about the relevance
of learning strategies and its practice. Furthermore, the methods used by the teachers are most of
the time not favourable to students. Traditional teaching dominates. The teacher monopolizes the
speech and power while the students are there to listen passively.
Thus, there are serious concerns (for both instructors and high achiever students) regarding
assessment practices by which many students achieve good grades without hard work or active
participation in TML. Most of the students‟ English speaking and writing skills in TML are
5
unsatisfactory till where students are not able to express themselves all of them. Large class sizes
are preventing English teachers from performing at their peak because they don‟t reach to every
student, so individualisation is not catered for in TML.
Despite the fact that students do not receive enough training and practice in utilising English at
secondary and preparatory school, they are expected to be good at not only speaking but also
writing paragraphs, essays, and reports when they reach to final year (year 3) in TML.
Consequently, this also implies that there is the need to shift from the traditional teacher-centred
classroom instruction to a student-centred classroom instruction. This study was born out of my
concern about the influence of learner‟s motivation on teaching and learning English language.
1.3 Research purpose
The purpose of this study is to find out how learner‟s motivation influences teaching and
learning English language.
1.4 Research Objectives
1.4.1 General Objective
The main objective for this study is to assess the influence of learner‟s motivation on teaching
and learning English language at TTC Save, Gisagara district.
1.4.2 Specific Objectives
The following are specific objectives that guided my study;
i. To find out the method of rising students motivation in classroom at TTC Save,
ii. To investigate the consequences of lack of motivation on teaching and learning English
at TTC Save,
iii. To determine challenges meet by teacher while teaching English at TTC Save,
iv. To explore the influence of learner‟s motivation on teaching and learning English at TTC
Save.
1.5 Research questions
The following are the questions that will guide my study;
1. What are the methods of rising students‟ motivation in classroom at TTC Save?
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2. What are the consequences of lack of motivation on teaching and learning English at
TTC Save?
3. What challenges teacher faced with while teaching English language at TTC Save?
4. What is the influence of learner‟s motivation on teaching and learning English language
at TTC Save?
1.6 Significance of Study
This sub chapter named significance of the study describe the importance of research topic
(Sidik, 3 January 2005).In term of personal interest this study will enable researcher to acquire
deeply knowledge about methods of rising students motivation it will also helps English
teachers ,to discover the methods(techniques ) of rising students methods in teaching English
languages . (Kabir, July 2016). In term of institutional interest, finding of this study will inform
student about ways of participating in teaching and learning English language that will result to
their performance. This research will help teacher to understand teaching strategies that can
motivate learners during teaching and learning process. Globally Educational research help s
countries to discover problems happened in governmental institution in order to provide youth
the correct information, the teacher are focal figure and have to set standard accordingly. This
study will provide information to Ministry of Education and other educational stakeholder in
Rwanda that will increase student performance in English language. (MBABAZI, 2013).
In term of academic interest this research is helpful for other researchers because it will
motivate them to continue doing research on this topic or create their own topic ,apart from that
the researchers will observe how I organized my research and use ways I used to present my
finding that will help them to write their own dissertation by respecting the sequencing of ideas
based on how I organized ideas in my research and this finding must be added to existing
knowledge of university of PIASS. (CESARIE, December 2018)
1.7 Scope of the Study
The scope of this study is comprised by geographical scope, time of scope and the content of the
scope as follow:
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1.7.1. Geographical scope
This study was applied in TTC Save located in Save sector, Gisagara district in Southern
Province.
1.7.2. Time scope
The study covered the data of one academic year of 2020-2021 because this time was sufficient
for conducting and obtaining relevant information related to the research objectives.
1.7.3. Content scope
The study was concerned with the influence of learner‟s motivation on teaching and learning
English language in secondary at TTC Save.
1.8 Organisation of the study
This study was divided into five chapters: the first chapter is about general introduction. The
chapter present the background to the study, problem statement, purpose of the study, research
objectives both general objective and specific objectives, research questions, significance of
study, scope of the study and structure of the study. The second chapter deals with the review of
literature; that is to say a theoretical part that allows the researcher to review and assess existing
literature about key concepts. Hence, it deals with the definitions of key concepts, theoretical
orientation, related literature and conceptual framework. The third chapter is the methodology
which contains the research design, description of research site, population and sample, sampling
techniques, instruments of data collection, and techniques for data analysis. The fourth chapter
concerns on presentation of data analysis and interpretation of data collected while the fifth
chapter concerns on discussion of findings, conclusion and recommendations.
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CHAPTER TWO: LITERATURE REVIEW
2.0. Introduction
This chapter reviews the definitions of key concepts, theoretical orientation, related literature and
conceptual framework. Additionally, it focuses on the review of work materials and documents
already done by authors and scholars. It provide definition of important terms related to the topic
in different contexts by different countries around the world and it is addressing the orientation
of the research working.
2.1 Definition of Key Terms
2.1.1. Influence
The term influence means the capacity to have an effect on the character, development, or
behaviour of someone or something (CIALDII, 1984) . In education the term Influence is
designed to acknowledge those who are making innovations in the classroom and beyond in
order to provide a network in classroom in order to make pleasurable learning that help student
to complete all of his assignments on time, thereby making his little brother want to do the same.
(Robbert, 2021).
2.1.2. Learner
Learner is someone who is learning about a particular subject or how to do something or to give
new aid for young children or and learners can be similar beginner, pupil, trainee, apprentice,
novice, scholar and student. In education learners must be good in order to reach to personal
goals and educational goals and objectives in general ,good learners are persistent ,a good
learner has to key qualities such as being able to listen ,hear ,understand and read ,good
learner is also able to communicate with any one, solve different problems, have tolerance and
being able to self criticize oneself. Good learners don‟t give up easily, good learners make
knowledge themselves broadly, learner s participate in activities of learning and explaining
meaning of learning is not always easy and at times seems ambiguous, making one single
definition very difficult to attain (MCCOMBS, 2014).
Indeed, the word „learning‟ itself has a number of meanings depending on the context in which it
is used, but it is the core business of educational institutions and, as such, warrants some detailed
exploration. Those embarking on a career as an educator or those already in charge of learning
9
and teaching in any educational environment would do well to draw together their own learning
about learning in order to ensure that the art and science of their craft are up to date and serving
the interests of their students. (Abdelmalak, 2013).
2.1.3. Motivation
Motivation is defined as motive reason for doing something by well motivated people who are
prepared to exercise effort .Even in fairly basic roles .To motivate students it is necessary to
motivate student in order to get motive for learning English. This means understand. Different
cultures have their own motivation drivers. Education, social environment, and lifestyle affect it
even more. (Molden, October 2000).
You may not realize it, but the culture and values you were brought up with also determine your
motivation. For instance, if you were born in a family that places high importance on giving to
charity, you may be motivated to take on a role that helps others reach their own professional
goals. Motivation is a general term applied to the entire class of drives, desires, needs and wishes
(Molden, October 2000).
Extrinsic motivation occurs when external factors. Primary Motivation pertains to motives
involved with our need for self-preservation. This includes needs such as hunger and thirst,
warmth, sex; avoidance of pain and other is primary motives which Secondary motivation more
known in psychology as “learned” motivation, this type of “drives” differs from one person to
another. In many ways they involve a person‟s own sense of values and priorities in life
(Molden, October 2000).
2.1.4 .Teaching
Teaching is intimate contact between a more mature personality and a less mature one which
designed to receive the education, teaching can also be defined as arrangement and manipulation
of a situation in which there are gaps or obstruction which an individual will seek to overcome
and from which he/she will learn in the course of doing so. Teaching can be conceptualized as
form of problem solving and decision making. Teaching can be characterized by effective
interaction between teacher and students, teaching as an art as well as science, teaching can be
formal or informal, teaching dominated by skills of communication and good teaching is
democratic (Isola, March 2019)
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In education, teaching is the concerted sharing of knowledge and experience, which is usually
organized within a discipline and, more generally, the provision of stimulus to the psychological
and intellectual growth of a person by another person or artifact. Teaching is also the process of
attending to people's needs, experiences and feelings, and intervening so that they learn
particular things, and go beyond the given. In education, teaching is the concerted sharing of
knowledge and experience, which is usually organized within a discipline and, more generally,
the provision of stimulus to the psychological and intellectual growth of a person by another
person (Ogoba, 2016)
As teaching is an activity done by teacher ,broadly speaking, the function of teachers is to help
students learn by imparting knowledge to them and by setting up a situation in which students
can and will learn effectively. But teachers fill a complex set of roles, which vary from one
society to another and from one educational level to another (Roseshine, 2012).
Barack Rosenshine and Robert Steven the results showed that the teachers in the treatment
group implemented many of the key instructional behaviours and, in many areas, behaved
significantly differently from those in the control group. For example, the treatment teachers
conducted review, checked homework, actively engaged students in seatwork, and made
homework assignments significantly more often than control teachers. The results also showed
that the test scores in mathematics for students of the treatment teachers increased significantly
more than did the scores for students of the control teachers.
2.1.5. Learning
Learning is about change defined as the change brought about by developing new skills,
understanding scientific laws, changing an attitude. Learning is the process of acquiring new
understanding, knowledge, behaviours, skills, values, attitudes, and preferences. The ability to
Learning encourages the ability to do something efficiently with the help of available resources
so that you can reach your goals (Sequeira, September 2012).
The importance of learning is that it helps the individual to acquire the necessary skills through
learning and knowledge so that he can achieve his set goals. Learning requires some theories in
order to help learners to learn useful content or subject. Learning theories describes how students
receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental
influences, as well as prior experience, all play a part in how understanding, or a world view, is
11
acquired or changed and knowledge and skills retained. When people learn, they gain confidence
for trying new things and stretching themselves. Continual learning contributes to higher levels
of resilience and self-efficacy in completing tasks (Robert, 16 November 2015).
Students can learn because of the three main motives for learning ; to reduce your lack of
knowledge, to understand more about the idea, to explore it as widely as possible to satisfy your
curiosity, to increase your independence or efficiency, to improve how you do things .Learning
can also confer wisdom, respect, and authority. Learning requires some learning principle such
as participation, repetition, relevance, transference and feedback. (Isola, March 2019) Learning
incorporate widely accepted learning theories Cognitive learning theory looks at the way people
think. Mental processes are an important part in understanding how we learn. The cognitive
theory understands that learners can be influenced by both internal and external elements.
(CIALDII, 1984)
Behaviourism learning theory is the idea that how a student behaves is based on their interaction
with their environment. It suggests that behaviours are influenced and learned from external
forces rather than internal forces. Humanism is very closely related to constructivism. Humanism
directly focuses on the idea of self-actualization. Everyone functions under a hierarchy of needs.
Self-actualization is at the top of the hierarchy of needs it‟s the brief moments where a person
feels all of their needs are met and that they‟re the best possible version of themselves
Connectivisism one of the newest educational learning theories, in their lives. Hobbies, goals,
and people can all be connections that influence learning (Brown, December 2017).
2.1.6 English language
The principal method of human communication, consisting of words used in a structured and
conventional way and conveyed by speech, writing, or gestures late 13c, language is, what is
said, conversation, talk. The definition of language is speech or other forms of communication.
An example of language is words spoken. An example of language is words read in a book.
Language can also be defined as a form of communication using words either spoken or
gestured with the hands and structured with grammar, often with a writing system (Crystal,
1997).
English is a West Germanic language that originated from Anglo-Frisian languages brought to
Britain in the mid 5th to 7th centuries AD by Anglo-Saxon migrants from what is now northwest
12
Germany, southern Denmark and the Netherlands. English was initially the language of England,
but over the historical efforts of the British Empire, it has developed the primary or secondary
language of numerous former British colonies s States, Canada, Australia, Sri Lanka, and India
etc. Currently, English is the primary language of not only countries actively touched by British
imperialism, but also many business and cultural spheres dominated by those countries. In
another word even outside of countries like the U.S. and the U.K., many people can speak and
understand English It is the language of Hollywood and the language of international banking
and business (Nishaniti, December 2018).
English was first spoken in early medieval England and eventually became global early forms
that include Old English, Middle English; Early Modern English Language is included in family
Indo-European, Germanic, West Germanic. English became global language David Crystal,
suggests that “a language becomes a global language because of the power of the people who
speak it”. The 'power' of English was initially based on political and military factors, most
notably the expansion of the British Empire. The English language is an Indo-European language
in the West Germanic language group. Modern English is widely considered to be the lingua
franca of the world and is the standard language in a wide variety of fields, including computer
coding, international business, and higher education. (Dvid, November 2004).
Geoffrey Chaucer. Who was born in London between 1340 and 1344. He was an English author.
English has also become a key strand in the debate on what makes good human capital and what
skills are needed by labour in order to produce economic value. English is the lingua franca for
international trade and plays a significant role in promoting trade between countries (Dvid,
November 2004)
Researchers found that for economies around the world, higher English proficiency correlates
with higher gross domestic product, higher net income, and higher productivity (Mextesol,
2012). To be clear, there‟s no evidence that English proficiency drives this economic success.
But the complex relationship between language skills and economic growth –with greater wealth
facilitating more English training, and English skills helping economies stay competitive
highlights the role that English can play in broader schemes for economic growth. In developing
countries especially African countries, the transition to a knowledge-based economy requires
building both infrastructure and a skilled workforce that is able to offer services internationally.
13
In the past 30 years, many emerging economies closed the gap with richer countries thanks to
manufacturing. As those opportunities dry up, they will need to focus more on education, for
both children and adults, if they are to tap into international trading opportunities and develop
service-sector English is not dominated by certain Countries, but it now belongs to more
countries. Thereby, learning English is considered more and more important in life
(Setyaningsih, February 2012).
In formal education, students start to learn English younger. It is not taught in secondary school
anymore but started to be taught at primary school, even pre-school Thus, it urges the need to
study the English language learning (Karmadi, February 2012) .In Rwanda long before the
arrival of European trading was French was the first language used in education and it was
most-widely spoken European language Belgian colony until it began losing ground to English
after Rwanda's 1994 genocide. After Five years later French replaced by English as the language
of education from that time to now English is language used as second language in Rwanda and
first used language in Rwandan education. In 2008 the government changed the medium of
education from French to English and Rwandan government had introduced French as a
foreign language class at the primary school level, and French was still widely used by members
of the upper classe (SIBOMANA, 5 September 2018).
2.2. Theoretical orientation
This section focuses on examining the theories that frame this study; these include Maslow
hierarchy of needs and attribution theory. Maslow theory of hierarchy of needs:
2.2.1 Maslow theory of hierarchy of needs
In 1943 Abraham Maslow developed a hierarchy of needs theory by explaining the way human
beings can be motivated along the hierarchy of needs. According to Maslow human needs are
often in a hierarchy and needs at the bottom of the hierarchy must be fulfilled first before those
of the upper level. These needs include physiological needs, safety and security needs, love and
belonging needs, esteem needs, and self-actualization needs, and these are normally portrayed in
the pyramid. The figure below shows the Maslow‟s hierarchy of needs with physiological needs
at the bottom of the hierarchy and self-actualization needs at the top. Between are safety needs,
love, and belonging needs as well as esteem needs.
14
Figure 1: Maslow theory of hierarchy of needs
Self actualization
Esteem
Love/belonging
Safety
Psychology
Source: Maslow, 1968
Physiological needs are physical requirements for human survival. If these requirements are not
met the human body cannot function properly and will ultimately fail. Example of physiological
needs is air, water and food. Safety and security needs include personal security, financial
security, health and well-being. Example of love and belonging needs are friendship intimacy
and family. Deficiencies within this level can impact individuals‟ ability to form and maintain
relationships. Esteem needs on the other hands include the need to have self-esteem and self-
respect. Maslow noted two versions of esteem needs, a lower version and a higher version. The
lower version of esteem is the need for respect from others. This may include the need for status,
recognition, fame, prestige and attention; the higher version manifests itself as the need for self
respect. For example the person may have a need for strength, competence, mastery, self-
confidence, independence and freedom. This “higher” version takes precedence over the “lower”
15
version because it relies on an inner competence established through experience. Deprivation of
these needs may lead to inferiority complex, weakness and helplessness. Self-actualization is the
highest level of needs according to Maslow. At this level, Maslow explains that human desire to
accomplish everything that they can to become the most one can be (Maslow, 1968).
For the sake of this study love/belonging needs, esteem needs and self-actualization needs will
assist in this study concerning the strategies that teachers use to motivate students in secondary
schools although physiological and safety needs are not exception for this study. The
associations between fulfillment of each needs and its effect on student‟s motives to study will
be examined in this study to find if there is a relationship between those variables especially in
creating, maintaining and protecting motivation to students.
2.2.2 Attribution theory

A psychological theory of attribution was proposed by Heider (1958). Weiner (1972) developed
this theoretical framework that has become a major research paradigm of social psychology.
Attribution theory deals with peoples‟ perceptions of the reasons for their successes and failures.
According to this theory there are three main elements, based on whether individuals attribute
successes and failures. The first element concerns internal or external factors, second to stable or
unstable factors, and third to controllable or uncontrollable factors.
Attribution theory has been used to explain the difference in motivation between high and low
achievers. According to attribution theory, high achievers will approach rather than avoid tasks
related to succeeding, because they believe success is due to high ability and effort which they
are confident of. Failure is thought to be caused by bad luck or a poor exam and is not their fault.
Thus, failure doesn't affect their self-esteem but success builds pride and confidence. On the
other hand, low achievers avoid success-related chores because they tend to doubt their ability
and/or assume success is related to luck or to "who you know" or to other factors beyond their
control. Thus, even when successful, it isn't as rewarding to the low achiever because he/she
doesn't feel responsible, it doesn't increase his/her pride and confidence.
For example if a runner had already been expending high effort, but had failed to reach the final
point, then encouraging him to attribute the failure to lack of effort might simply demoralize
him/her (Robinson, 1990). If the qualifying standard were simply too difficult to meet, then
encouraging attributions to lack of effort might serve little purpose, because increasing effort
16
would probably do little to improve outcomes. If the wrong race strategy were used, then
increasing effort would not logically lead to improved outcomes, if the same strategy were used
in future. Both Maslow hierarchy of needs theory and attribution theory helped this study to
investigate the students‟ motivational strategies
2.3. Related literature
2.3 .1.Methods of rising student’s motivation in teaching and learning English
Motivation is probably the most important factor that educators can target in order to improve
learning. The fact is that human being in general and students in particular are complex creature
complex needs and desire. Numerous cross disciplinary theories have been postulated to
explain motivation while each of these theories has some truth, no single theories seem to
adequately explain all human motivation (William, 2008) .The five key ingredients impacting
student motivation are: student, teacher, content, method/process, and environment That
ingredient areas that can be used to motivate his or her students.
Educators could start just by choosing and trying rise possibilities for enriching student
motivation themselves and their own behaviours to become self-aware of new understandings
(William, 2008). Some tips for improving n student Intrinsic and extrinsic motivation. Typical
students bring varying degrees of both intrinsic and extrinsic motivation to the students learning.
Individual and social factors (Walter, 2017). Overall academic motivation is affected by various
individual and social factors. Students should be taught how to produce results while
maintaining focus Purposeful connection with work emerging motivational results from
connecting with work as a source of self-expression, exploration, and sustained creativity. It is
emergent because purpose arises out of the interaction between a student and learning activities.
(William, 2008).Other ways of motivating students is to give students an opportunity to show
what they values most to represent their interests and important experiences (Fager, 2000). Ask
students what they expect from you and make sure you meet their expectation.
When students feel that you have a genuine interest in what you can do to gain their respect,
(William, 2008). They will be more willing to do what they can to gain yours Fager. Asking for
their opinions about what constitutes a good teacher in their eyes, and doing your best to live up
to their descriptions, will show students that what they say matters to you. Let students‟ choice
17
what they want to learn. Give students option for how they want to learn something. Let students
choose their own assessments we know that we need evidence of learning from our students so
we can report this to their parents and the school. Choice boards can be used to suggest ways to
demonstrate learning, just as they are used to present a variety of learning activities and offer
consistent and constructive feedback (Walter, 2017).
2.3.2. Consequences of lack of motivation on teaching and learning English
Lack of motivation refers to having a deficient level of passion and enthusiasm in doing jobs. At
graduate level student‟s poor performance cuts across almost the compulsory subject in which
English is inclusive. Poor academic performance of students is on problems impending the
smooth actualization of educational purposes, which is to prepare an individual for mentally
serving both himself and society. Several things will affect students‟ academic performance
especially those related to motivation. It starts with in students themselves, from family
environment and introduction is a necessity for every social creature (Ferda, 1996). Students in
current learning are faced with challenging situation such as inside and outside classroom
learning.
Motivation is one of the crucial internal factors influencing students „s academic performance
among various factors, motivation is one of the psychological factors that can affect students
achievement .Motivation not only grows from within the students themselves but it can also
arise from other people. Educational quality in secondary school is not only determined by
teachers, but also the standards of competency, content, process, facilities and infrastructures
management and education assessment. (Kopong, February 2019).
Lack of motivation lead to academic failure (Ferda, 1996). Academic failure in school is a
problem that has become a serious concern for countries in different parties of the world
(Walter, 2017) .Students usually experienced academic difficulties that have both academic and
non academic characteristics and the various combinations of reasons. The review of literature
point out failing students can be assisted to become successful in classroom when appropriate
intervention techniques are used. It was discovered with in research literature that when
intervention techniques are used with failing students, their performance improves the
subsequent school year often in research on student and learning behavioural outcomes
determined by their level of motivation used by teacher in teaching and learning activities in
18
context to English learning teacher‟s low motivation on students may reduce student
performance in English language subject (Ferda, 1996).
2.3.3. Challenges meet by teacher while teaching English
A teacher has defined by different scholar. Although all scholars refers to the one who participate
in teaching profession, a teacher has also defined as person an expert who is capable of imparting
knowledge that will help learners to build, identify and acquire skills that will be used to face the
challenges in life. The minimum requirement for one to be regarded as teacher shall have
minimum qualification for the secondary school teacher shall have diploma in education the
following are some challenges faced with teacher while teaching English.
In classroom teacher fail to use teaching methodologies. A good teacher is one who knows
exactly what they are going to teach by using effective methodology as well as educational
philosophy. It means that language is used to express our felling in daily activities to get
information. Everyone needs language to express their opinions, desires, emotion in every
conversation activity or dialogue. On the other word, written language is used on the public
information such as books, newspaper, and magazine.
Ruiz-Funes, (2002) identified these challenges include limited professional development

opportunities, professional development that is limited in duration or disjoint from their needs as
a practicing teacher (Faust and Paulson, 1998), limited budgets, a culture of traditionalism and
lack of administrative understanding and/or support for the unique needs they have when
implementing active learning. The challenges faced by active learning teachers are magnified
when they are attempting to implement the strategies without social and structural supports from
professionals around them.
Regarding writing skills specifically, Gibbs and Coffey (2004) state that teachers need more
practice in teaching effective writing skills in order to be able to train students how to write. The
writers add that, as there is a problem in teaching writing, there is also a problem in
assessing/correcting students‟ pieces of writing. Perhaps the single greatest barrier of all,
however, is the fact that faculty members' efforts to employ active learning involves risks - the
risks that students do not participate, use higher-order thinking, or learn sufficient content; the
risks that faculty members feel a loss of control, lack the necessary skills, or be criticised for
teaching in unorthodox ways (Bonwell and Eison, 2003). This is supported by Poehner‟s (2008)
19
revelation that, in one particular study, many language teachers expressed their fear of teaching
to the test as well as their lack of awareness about the principles and underlying theoretical
concepts of assessment. Moreover, Griffith and Lim (2010) mentions teachers‟ concerns in
relation to lack of time, loss of control, lack of students‟ commitment and interest, dependency in
group work, and learning style differences in student-centred classrooms.
At the same time, with regard to productive skills, Tiwari and Tang (2003) explains that the
teaching and assessment of speaking skills, in comparison with receptive skills, present
complicated problems both in terms of practicality and in terms of scoring criteria. Setting and
marking a paragraph of writing or reading is relatively simple and does not take much time.
However, speaking tests are very different in nature and are also time consuming, as the teacher
must try to evaluate individual performance and so may need to record each student‟s
speech/dialogue to mark at a later time. Determining scoring criteria is also a challenge in terms
of objectivity and maintaining positive relations between teachers and their students.
Since students learn English as a foreign language in Rwandan primary and secondary schools,
the amount of attention paid to each of the four language skills is not equal. Moreover, students
do not have opportunities to practise their speaking skills outside of school since the language is
generally not spoken in everyday life. As a result, this skill is not seen as essential by the
students and teachers and it is not usually part of the formative and summative assessment.
Teachers seem to feel that they are wasting time when they teach the parts of the textbook related
to speaking skills because these are not covered in the national and entrance examinations. As
such, students spend very little time on speaking skills and writing skills, and instead they use
their time to study other features of English language that could be part of the tests and
examinations (Jordaan, 2011).
Unsurprisingly, the students experience anxiety and frustration in these courses and the
instructors feel dissatisfied with their ability to accomplish learning objectives due to various
reasons. The students do not appear to practice their English frequently and so they show little
progress over time. They focus only on their grades and they do not give attention to the
instructors‟ feedback intended to help improve their skills. No long-term learning is given
priority. Students struggle with the fact that the teaching and learning process and evaluation is
different from and not complimentary to their past experiences.
20
Clearly, solutions are needed for this critical problem in the Rwandan education system. This
must undoubtedly begin with a study, such as this one, regarding issues surrounding the teaching
and learning methodology and the assessment practices involved in these English language
courses.
2.3.4 Influence of learner’s motivation on teaching and learning
Motivation determines the specific goals toward which people strive; thus, it affects the choices
students make. Motivation will increase students' time on task and is also an important factor
affecting their learning and achievement. Motivation enhances cognitive processing. Motivation
should be seen as a very important factor in the learning process. The motivated student has the
inner strength to learn, to discover and capitalize on capabilities, to improve academic
performance and to adapt to the demands of the school context. Motivation has a direct impact
on how an individual learns. The affects of motivation is normally far reaching because
it increases an individual's energy level, determines the persistence in reaching a specific goal,
affects the types of learning techniques used and an individual's thinking processes (Sari, 14
Septemberb2021)
Motivation uplifts student's enthusiasm about the activities presented to them. Once they get
motivated to achieve something by doing the tasks, they will eventually exert their full effort,
time, and energy. The major findings are that, teachers‟ qualification has no significant
relationship with students‟ academic performance and that teachers „knowledge of subject
matter played a significant role in the performance of students and therefore it led to the general
conclusion that teachers with deeper knowledge of subject (Sitwati Saed, October 24 2014).
time, and energy. The major findings are that, teachers' qualification has no significant
relationship with students‟ academic performance and that teacher „knowledge of subject matter
played a significant role in the performance of students and therefore it led to the general
conclusion that teacher with deeper knowledge of subject (Muhammad, December 2021) .
Motivated employees will generally work harder, arrive on time, and focus on their daily duties.
Productivity levels could increase and the overall output of a business may be higher. Improved
quality and improved customer service. Motivation is not only important in its own right; it is
21
also an important predictor of learning and achievement. Students who are more motivated to
learn persist longer, produce higher quality effort, learn more deeply, and perform better in
classes and on standardized tests. (Muhammad, December 2021)
Motivation determines the specific goals toward which people strive; thus, it affects the choices
students make. Motivation will increase students' time on task and is also an important factor
affecting their learning and achievement. Motivation enhances cognitive processing. Motivation
should be seen as a very important factor in the learning process (Muhammad, December 2021)
.The motivated student has the inner strength to learn, to discover and capitalize on capabilities,
to improve academic performance and to adapt to the demands of the school context. Motivation
has a direct impact on how an individual learns. The affects of motivation is normally far
reaching because it increases an individual's energy level, determines the persistence in reaching
a specific goal, affects the types of learning techniques used and an individual's thinking
processes (Sari, 14 Septemberb2021).
time, and energy. The major findings are that, teachers' qualification has no significant
relationship with students‟ academic performance and that teachers ,knowledge of subject
matter played a significant role in the performance of students and therefore it led to the general
conclusion that teachers with deeper knowledge of subject (Sitwati Saed, October 24 2014).
The major findings are that, teachers' qualification has no significant relationship with students‟
academic performance and that teacher‟s knowledge of subject matter played a significant role in
the performance of students and therefore it led to the general conclusion that teacher with
deeper knowledge of subject (Muhammad, December 2021).
Motivated employees will generally work harder, arrive on time, and focus on their daily duties.
Productivity levels could increase and the overall output of a business may be higher. Improved
quality and improved customer service. Motivation is not only important in its own right; it is
also an important predictor of learning and achievement. Students who are more motivated to
learn persist longer, produce higher quality effort, learn more deeply, and perform better in
classes and on standardized tests (Sari, 14 Septemberb2021).
22
2.3.5. Solution to challenges teacher faced with while teaching English
In the field of education, teaching and learning go side by side. Education is the only tool that
aims to equip and empower its learners with the right knowledge. This knowledge also works
towards acquiring various competences and skills that are required for any citizen to capture
good employment opportunities and have a positive impact on the society (Hake, January 1998).
However, the most important element to gain these advantages is the teachers. In order to
provide the youth and masses with the correct information, the teachers are the focal figure and
have to set standards accordingly for their students. They are required to be competent enough
and must possess the knowledge of the subject matter. This knowledge must be passed on to the
students in the most neutral and creative way to enable the students to develop a clear insight
along with stimulating critical thinking skills (Anwer, June 2019) .The following are solution to
challenges teacher faced with while teaching and learning English.
1. Open-Ended Questions and work in groups
Group work is used as mean for learning all levels in most educational system ,from
compulsory education to higher education .The purpose of group work in educational practice is
to serve as incisive for learning (Hammar, 5 June 2014).In order to raise learners activities
teacher can do the following to raise learner‟s motivation . Open-Ended Questions, this is one of
the most effective options to help students to come up with creative solutions. Giving open-
ended questions enable students to think out of the box and make an attempt to test and challenge
their creative thinking. Give Responsible Task to treat them as grown-up individuals. The
primary step is to give them some responsible tasks. In addition to growing up as an individual, it
is equally important to be a team player or group discussion (Hake, January 1998).
2. Positive Competition and evaluation program
Education and competition are two universal ingredients of all human cultures, in fact, of almost
all animal life. Humans have always considered education and competition important issues,
both in the past and in the present (Hammar, 5 June 2014) . Of course, there have been
fluctuations in emphasis and much has changed throughout the centuries. Involving them in
friendly competitions in college is another way to motivate them. Being part of healthy
competitions helps to improve their positivity and they learn to appreciate and accept the success
of others too. This friendly approach also enhances their spirit of winning in life while respecting
23
the opponents and considering their feelings. Along with proper teaching techniques and
training, it is important to set up regular evaluation programs .Assess them on how far they have
understood the syllabus. (Verhoef, December 1997)
3. Switch Roles and motivational quotes
In this way in developing abstract somatic representation is meaningful in learning context

and give learners‟ responsibilities. Taking the role of a teacher helps college students to know the
pain and dedication needed to carry out the job. Even after they get back to the role of a student,
the motivation they gained during the activity helps them to study with more responsibility. Give
students the job of collecting motivational quotes and post it in wall. Motivational quote and
making posters with it .Posting such inspirational quotes in the classrooms or information boards
outside the classrooms can help students find motivation on the go. Let every student get a
chance to change the quotes with their favorite ones every week (Monireh, October 2020).
4. Field trips and set semester goals
Excitedly field trip commonly brings to commonly bring to mind fun days of learning and
socialization with others .Plan for some interesting field trips every semester. It would be good to
give them some goals to achieve at the end of each trip depending on the chosen field, making
the trip more interesting. Then they would come up with brilliant ideas to reach their goals on
time. Setting realistic goals is important and achieving small attainable goals gives them a
pleasure and inspiration to try harder every time .Field trip helps learner‟s to recall the learned
lessons (Kennedy, 2014).
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2.4. Conceptual framework
The conceptual framework for the current study indicates that learner‟s motivation influences
teaching and learning English language. Figure 1 illustrates the relationship between variables:
Figure 2: Conceptual framework

Independent variable Dependent variable
Learner’s motivation Teaching and learning English language
-Intrinsic motivation  Developing students' English language skills

-Extrinsic motivation  Making students active and result to good performance
 Provision of immediate feedback, rewards and good rapport,
open exchange of ideas about the topic, creating encouraging
 Supportive environment
 Increasing enthusiasm with students
Intervening variables
-Teacher‟s knowledge about student‟s
psychological level
-Methods of teaching used,
-Leardership at school,
-Environment around the school
Source: Researcher’s conception based on the existing literature (2022)
Learners perceive motivation as important for students‟ performance and as a result they strive to
use several strategies to create, maintain and protect motivation. Despite those efforts several
factors impede the use of these strategies as shown in the Figure 1.
It can be clearly seen from the Figure 1 show that best strategies with positive perception of
motivation to learn bring positive results to students provided that all necessary factors which
might interfere this are controlled. Otherwise, with positive perception and good strategies but
with limiting factors the intended results will not be attained.
25
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction
This chapter describes the framework within which the research was conducted. The chapter
presents the research design, the target population, the sample size, the sampling techniques,
research instruments, data collection procedures, data analysis and ethical consideration.
3.1 Research Design
Research design a research design is the procedures for collecting, analyzing, interpreting and
reporting data in research studies .This chapter discusses in detail the methodological choice and
the research design process of the study. Finally this chapter define the procedural issues of
the research including the timing and integration decision of the study along with pointing
consideration for ethical issues (Boru, December 2018)This study used a descriptive survey
design. A descriptive is the study designed to depict the participant in an accurate way is
used to describe characteristics of a population or phenomenon being studied .The descriptive
was used for frequencies ,average and other statistical calculation. The design provide
qualitative or numeric description of trend ,attitudes and the perception of the population by
studying a sample of that population. The descriptive research design was chosen because
researcher want to provide the influence of learner‟s motivation on teaching and learning
English in TTC SAVE Gisagara district, southern province, Rwanda.
3.2 .Target population
According to Bouchard (1990), defines population as the study of objects which may be
individuals, groups, organizations, human products and events or the conditions to which they
are exposed. The population for this study was head teacher, deputy of studies in TTC Save, 7
teachers who teach in the option of Teaching Modern Languages (TML) and the 235 students of
Teaching Modern Languages (92 students of year 1TML, 80 students of year 2TML and 63
students of year 3TML) in TTC Save, constituted by 244 participants. Table 1 shows the target
population:
26
Table1: Target Population
Category of respondents Frequency
Head teacher 1
Deputy of studies 1
Teachers 7
Students 235
Total : 244
Source: Primary Data (2021)
3.3. Sample size
The sample size for this study was constituted of 1head teacher, 1 deputy of studies, 7 teachers
and 70 students studying in TML, which constitute a total of 79 respondents according to
Javeau‟s formula: ( Javeau, 1985): n=20% -30% of N where n is the sample size and N the
Population.
By using this formula
Table 2: Sample Size Statistics

Category of respondents Population Sample size
Year 1 TML 92 70 x92
 27.4  27
Students 235
Year 3 TML 80 70 x80
 23.8  24
235
Year 2 TML 63 70x63
 18.7  19
235
Teachers 7 7
Deputy of studies 1 1
Head teacher 1 1
Total : 244 79
Source of primary data: TTC Save 2022
27
3.4. Sampling Techniques
The study used simple random sampling and purposive sampling techniques.
Simple Random Sampling
This technique was used to select students respondents from which quantitative data was
delivered. Simple random sampling entails selecting any element with each member of the target
population having an equal and independent chance of being included in the sample (Cohen et
al., 2000). Simple random sampling was done by giving all students (year1 TML, year2 TML
and year3 TML as indicated in above table2 ) equal chance and opportunities to participate in
the research where the researcher prepared 235 small papers written yes and no, among those, 70
papers were written yes and 165 remained were written no, and gave all students the chance to
pick one per each, and researcher considered and used the one who picked yes and gave them
questionnaires after explaining them the reason and purpose of begging them a help of sharing to
the researcher the information related to the research objectives. This was done in order to
prevent subjectivities and anonymity in students.
Purposive Sampling
Purposive sampling was used in this research to intentionally select teachers, head teacher and
deputy of studies in TTC Save from which qualitative data was taken. Generally, the sample
selection is based on the purpose of the research or critical characteristics (Oso and Onen, 2005).
Purposive sampling enables the researcher to select respondents on the basis of his/her judgment
(Punch, 2006). The technique is considered as the most important kind of non-probabilistic
sampling to identify the primary participants from to the teachers, head teacher and deputy of
studies in TTC Save.
3.5. Data collection techniques
According to Stephen and John Hughes (1992), there are two different methods for collecting
information about a situation, namely Primary and Secondary data.
3.5.1. Primary data
According to Audrey (1989) primary source come straight from the people or works being
researched on and therefore the most direct kind of information that can be collected. The
primary data was obtained through questions asked to the respondents using questionnaires.
28
Data is fact or figures from which conclusion can be drawn .Primary data originated by
researcher for first time and real time data (Victor, September 2017)
3.5.2 Secondary data
Documentary review used in field of study ,the documentary research provided the
opportunity to acquire background information and empirical data on my topic of concern ,in
order to be able to have a better understanding and insight of my empirical investigation
.Secondary data already existing data collected by the investigator agencies and organization
and it is relate in past (Victor, September 2017)
3.6 Instrument of data collection
Data collection is the process of gathering and measuring information on variables of interest.
Data collection is the most important stages in conducting research .The researcher used different
methods to analyze data such as coding, editing and tabulation (Sajjad, July 2016).
3.6.1. Questionnaires
Questionnaire is an administration mode. Questionnaires include face to face questionnaire,

paper and pencils. By using questionnaires large amount of information can be collected, quickly
and easily quantified, analyze scientifically and create new theories (Syed, September 2016).
Structured questionnaires are simple to administer and relatively cheaper to analyze thus, a
questionnaires is a set of questions handed to the respondents and filled in himself or herself
from interviewer he /she further commented that the key words in questionnaires construction
relevance (Sajjad, July 2016). With this technique, a sample of respondents selected from the
whole population under study was asked to complete the designed questionnaires (Victor,
September 2017) . Under this study, the researcher decided to use both closed ended questions
and open ended questions in order to facilitate the work of the correspondents and the same
time to give them liberty of expressing their views and feeling. Therefore, through this research,
Questionnaires were distributed to the students of TTC SAVE, Save sector, Gisagara district.
3.6.2. Interview
Interview questions were given to head teacher, deputy of studies and teachers who teach
Languages in TML classes. According to Yin, (1994) many reasons explain why researchers use
interview, need to attain highly personalized data, opportunities required for probing. Interview
29
was administered to head teacher, deputy of studies and teachers of Languages to find out their
perceptions on the influence of learner‟s motivation on teaching and learning English language at
TTC Save. This interview was used to obtain qualitative data.
3.7. Data collection procedures
This study chose the methods and techniques that was used accordingly to both its objectives and
research process. In the first step of data collection procedure, the researcher selected a field and
built rapport with the concerned people. According to Grinnell et al (1990), there are two
different methods for collecting information about a situation, namely Primary and Secondary
data.
3.7.1 Primary data
Primary data are information collected by a researcher specifically for a research assignment. In
other words, primary data are information that a company or institution must gather because no
one has compiled and published the information in a forum accessible to the public. In addition,
primary data are original in nature and directly related to the issue or problem and current data.
Primary data are the data which the researcher collects through various methods like interviews,
surveys, questionnaires etc.
3.7.2 Secondary data
Secondary data are the data collected by a party not related to the research study but collected
these data for some other purpose and at different time in the past. If the researcher uses these
data, then these become secondary data for the current users, it means they are compiled and
published by other researchers. These may be available in written, typed or in electronic forms.
Secondary data is also used to gain initial insight into the research problem. Secondary data is
classified in terms of its source either internal or external.
3.8 Data analysis
Data analysis is a process of inspecting, organizing collected data in order to take from them the
useful information, suggesting conclusions and supporting decision making. The selection of
data analysis method is an important aspect to successfully achieve the research aims and
objectives (Cohen, et al., 2000). In this study, the researcher used descriptive statistics (both
qualitative and quantitative) through Microsoft Excel as the instrument of data entry and data
30
analysis. The data collected was also analysed basing on the number of respondents; calculation
in percentages was performed and based on the latter to draw conclusion and recommendations.
3.9 Ethical consideration
Ethic in research is a method, procedures or perspectives for deciding how to act and for
analyzing complex problems. During this study, the research treated all information gathered
with high degree of confidentiality, respect of individuals and their culture was observed during
the study. Participants had the rights to involve in study to retire without any impediments
(Fleming, 2016).
All research must be carried out with respect for the participants. First of all, after deriving the
recommendation letter from PIASS, the researcher introduced himself; share his proposal with
the school administration and asking permission for study after showing the recommendation
letter. Then, he provided the prepared questionnaire to selected respondents to obtain the
information. After that, the researcher collected the questionnaire from the students in which
they expressed their views about the role of remedial classes on learning outcomes. The
information that was got from the research was kept and used clearly and confidentially. As this
research contains digital data from a survey and recorded and transcribed material from
interviews, the researcher was obliged to keep the data store in a safe place during the research
period. In order to preserve the anonymity of the respondents, all personal identification marks
was considered in this study, and the participants in the interviews was given dictation names.
Finally, he thanked them for their kind cooperation.
31
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter presents the findings of the research in reference to the research objectives. They
are presented and analyzed using frequency tables, figures and percentages to find out how
learner‟s motivation influences teaching and learning English language in TTC Save. It presents
also discussions of findings obtained.
4.1. Identification of Respondents
During the study, researcher characterized the respondents according to their gender and
educational background level of respondents.
4.1.1. Gender of respondents

During the study, respondents were asked to indicate their gender.
Table 3: Gender of respondents

Gender Students Staff
Category Frequency Percent Frequency Percent
Male 31 44.3 6 66.7
Female 39 55.7 3 33.3
Total 70 100 9 100

Source: Secondary data, 2022
Table 3 indicates that among students 55.7% of respondents were female and 44.3% were male.
For staff, 66.7% were male and 33.3% were female. This shows that all genders were
represented in the research, although number of female is greater than male.
4.1.2. Educational level of respondents

During the study, respondents were characterized by their education level.
32
Table 4: Education of respondents
Education Students Staff
qualification Head teacher and deputy Teachers
of studies
Frequency Percent Frequency Percent Frequency Percent
Year 1 27 38.6 0 0.0 0 0.0
Year 2 24 34.3 0 0.0 0 0.0
Year 3 19 27.1 0 0.0 0 0.0
Total 70 100
Bachelors' 0 0.0 2 22.2 7 77.8
degree
Total 2 22.2 7 77.8
The above table indicates that within the 70 students of Teaching Modern Languages, 27
students‟ respondents with 38.6% were in year 1TML, 24 students‟ respondents with 34.3% were
in year 2TML and 19 students‟ respondents with 27.1% were in year 3TML. The rest 9
respondents were staff within bachelor degree including 22.2% who were head teacher and
deputy of studies while 77.8% were teachers. This means that all respondents had enough
knowledge to judge how learner‟s motivation influences teaching and learning English language
in TTC Save.
4.2. Research Findings from the students of Teaching Modern Languages (TML)
The findings of this research were presented and analyzed relating to the questions of research
objectives.
4.2.1. Method of rising students motivation in classroom
The first objective of this study was to find out the method of rising students motivation in
classroom at TTC Save. To arrive at the results, respondents were asked to indicate their level of
agreement with the proposed statements.
The bellow table indicates the findings on how as educators could start just by choosing and
trying rise possibilities for enriching student motivation themselves and their own behaviours to
33
become self-aware of new understandings is a method of rising student‟s motivation in
classroom.
Table 5: Method of choosing and trying rise possibilities for enriching student motivation
Level Frequency Percentage
Strong agree 50 71.4
Agree 14 20
Disagree 2 2.9
Strong disagree 4 5.7
Total 70 100
The findings from table 5 indicate that as educators could start just by choosing and trying rise
possibilities for enriching student motivation themselves and their own behaviours to become
self-aware of new understandings is a method of rising student‟s motivation in classroom as
71.4% of respondents agreed strongly, 20% affirmed with agree, 2.9% disagreed while 5.7%
disagreed strongly. This indicates that motivation has become a central construct in both
educational and psychological research and plays a significant role in several theories of human
development and learning. This is why motivation is concerned with the inculcation and
stimulation of learner‟s interest in the learning activities.
The bellow table indicates the findings on how bring varying degrees of both intrinsic and
extrinsic motivation to the students learning is a method of rising student‟s motivation in
classroom.
Table 6: Bring varying degrees of both intrinsic and extrinsic motivation to the students
learning is a method of rising student’s motivation in classroom
Strong agree 49 70
Agree 11 15.7
Disagree 4 5.7
Total 70 100
34
The findings from table 6 indicate that bring varying degrees of both intrinsic and extrinsic
motivation to the students learning is a method of rising student‟s motivation in classroom as
70% of respondents affirmed with strong agree, 15.7% affirmed with agree, 5.7% disagreed
while 8.6% disagreed strongly. This indicates that motivation plays a vital role in every sphere of
school activities and various phases of activities. The success and achievement in school depends
on motivation.
The bellow table indicates the findings on how to teach the students how to produce results while
connecting with work as a source of self-expression, exploration, and sustained creativity is a
method of rising student‟s motivation in classroom.
Table 7: Method of teaching the students how to produce results while maintaining focus
Purposeful connection with work emerging motivational results from connecting with
work as a source of self-expression, exploration, and sustained creativity
Agree 7 10
Disagree 3 4.3
Total 70 100
The findings from table 7 indicate that to teach the students how to produce results while
connecting with work as a source of self-expression, exploration, and sustained creativity is a
method of rising student‟s motivation in classroom as 78.6% of respondents affirmed with strong
agree, 10% affirmed with agree, 4.3% disagreed and 7.1% affirmed with strong disagree. This
indicates that adequate motivation results in promoting reflection, attention, interest and effort in
the students and hence promotes learning.
The bellow table indicates the findings on how the ways of motivating students is to give
students an opportunity to show what they values most to represent their interests and important
experiences.
35
Table 8: The ways of motivating students is to give students an opportunity to show what
they values most to represent their interests and important experiences
Agree 17 24.3
Disagree 2 2.9
Total 70 100
The findings from table 8 indicate that the ways of motivating students is to give students an
opportunity to show what they values most to represent their interests and important experiences
as 67.1% of respondents affirmed with strong agree, 24.3% affirmed with agree while 2.9%
disagreed and 5.7% affirmed with strong disagree. This indicates that motivation is the heart of
learning, golden road to learning and potent factor in learning, as all learning is motivated
learning. Therefore, letting the students make their choices help them become interested and gain
more.
The second objective of this study was to investigate the consequences of lack of motivation on
teaching and learning English at TTC Save. To arrive at the results, respondents were asked to
indicate the consequences of lack of motivation on teaching and learning English.
The bellow table indicates the findings on how student‟s poor academic performance is a
consequence of lack of motivation on teaching and learning English.
Table 9: Consequence of student’s poor academic performance
Strong agree 63 90
Agree 4 5.7
Disagree 3 4.3
Strong disagree 0 0
Total 70 100
36
The findings from table 9 indicate that student‟s poor academic performance is a consequence of
lack of motivation on teaching and learning English as 90% of respondents agreed strongly that
students work in groups, 5.7% affirmed with agree, 4.3% disagreed while none disagreed
strongly. This indicates that if the students are less motivated there will not be improvement in
academic performance in English subject which in turn will not benefit community as whole.
The bellow table indicates the findings on how difficulty in developing students‟ speaking skills
is a consequence of lack of motivation on teaching and learning English.
Table 10: Difficulty in developing students’ speaking skills is a consequence of lack of
motivation
Agree 7 10
Disagree 8 11.4
Total 70 100
The findings from table 10 indicate that difficulty in developing students‟ speaking skills is a
consequence of lack of motivation on teaching and learning English as 75.7% of respondents
affirmed with strong agree, 10% affirmed with agree, 11.4% disagreed while 2.9% disagreed
strongly. This indicates that speaking is the most difficult skill to master for the majority
of English learners. Not only that, but also teaching speaking is vital unless someone is learning
English purely for academic reasons and does not intend to communicate in English, which is
quite rare. Good command on speaking skills develop a real sense of progress among learners
and boosts their confidence. Hence, due to lack of motivation, there is a lack of exposure to a
variety of vocabulary lead to failure in communicating fluently in English language. Therefore,
teachers have to teach English by relating to students‟daily life for them that they will need it in
future especially in oral communication.
The bellow table indicates the findings on how difficulty in developing students‟ reading skills is
a consequence of lack of motivation on teaching and learning English.
37
Table 11: Difficulty in developing students’ reading skills is a consequence of lack of
motivation
Agree 8 11.4
Disagree 10 14.3
Total 70 100
The findings from table 11 indicate that difficulty in developing students‟ reading skills is a
affirmed with strong agree, 11.4% affirmed with agree, 14.3% disagreed while 11.4% disagreed
strongly. This indicates that motivation is critical to language learning and plays a significant
role in the development of EFL communicative skills. It is the primary impetus for starting to
learn a language, and therefore, the driving force behind a positive attitude towards the
development of reading competence.
The bellow table indicates the findings on how difficulty in developing students‟ writing skills is
a consequence of lack of motivation on teaching and learning English.
Table 12: Difficulty in developing students’ writing skills is a consequence of lack of
motivation
Agree 10 14.3
Disagree 5 7.1
Total 70 100
The findings from table 12 indicate that difficulty in developing students‟ writing skills is a
affirmed with strong agree, 14.3% affirmed with agree while 7.1% disagreed and 4.3% disagreed
38
strongly. This indicates that in dialogic relationship between learning and education, especially a
low level/lack of motivation, as well as lack of enthusiasm, lack of curiosity or loss of stimulus
pose a risk for students‟ writing failure.
The bellow table indicates the findings on how difficulty in developing students‟ listening skills
is a consequence of lack of motivation on teaching and learning English.
Table 13: Difficulty in developing students’ listening skills is a consequence of lack of
motivation
Agree 7 10
Disagree 2 2.9
Total 70 100
The findings from table 13 indicate that difficulty in developing students‟ listening skills is a
affirmed with strong agree, 10% affirmed with agree while 2.9% disagreed and 1.4% disagreed
strongly. This indicates that when students learn language, they usually learn to listen first. This
is why motivation is absolutely central to learning language. Without it one cannot make sense or
communicate his understanding of a subject. Learners need to develop their language skills, and
specifically academic English, in order to listen, understand and make the most effective use of
study materials.
The third objective of this study was to determine challenges meet by teacher while teaching
English at TTC Save. The following tables highlights the respondents‟ views regarding to the
proposed challenges.
The bellow table indicates the findings on how in classroom, teachers are challenged by failing
to use teaching methodologies while teaching English.
39
Table 14: In classroom, teachers are challenged by failing to use teaching methodologies
while teaching English
Agree 12 17.1
Disagree 3 4.3
Strong disagree 0 0
Total 70 100
The findings from table 14 indicate that in classroom, teachers are challenged by failing to use
teaching methodologies while teaching English as 78.6% of respondents affirmed with strong
agree, 17.1% affirmed with agree, 4.3% disagreed while none disagreed strongly. This indicates
that there is a growing realisation that students need to do more than just listen to learn in a
changing environment. Lecture method, in which instructors talk and students listen, has
dominated the language classroom. Hence, due to the trend shift in language teaching from
teacher-centred to student-centred approaches or active learning strategies, many challenges have
occurred in how teaching and learning is actually practised in classrooms.
The bellow table indicates the findings on how teachers are challenged by limited professional
development opportunities while teaching English.
Table 15: Teachers are challenged by limited professional development opportunities while
teaching English
Agree 11 15.7
Disagree 1 1.4
Strong disagree 0 0
Total 70 100
The findings from table 15 indicate that teachers are challenged by limited professional
development opportunities while teaching English as 82.9% of respondents agreed strongly,
40
15.7% affirmed with agree, 1.4% disagreed while none disagreed strongly. This indicates that
due to this trend, students may feel that they have no interest in the subject, find the teachers‟
methods un-engaging or be distracted by external forces, or it may even come to light that a
student who appeared unmotivated actually has difficulty in learning and need special attention.
The bellow table indicates the findings on how a culture of traditionalism in professional of
teaching is a challenge meet by teachers while teaching English.
Table 16: Culture of traditionalism in professional of teaching is a challenge meet by
teachers while teaching English
Agree 13 18.6
Disagree 7 10
Total 70 100
The findings from table 16 indicate that a culture of traditionalism in professional of teaching is a
challenge meet by teachers while teaching English as 67.1% of respondents affirmed with strong
agree, 18.6% affirmed with agree, 10% disagreed while 4.3% disagreed strongly. This indicates
that the traditional teaching strategies are still adopted by English teachers. One of the major
challenges in these traditional teaching strategies is that the teacher‟s perspective becomes the
major determining factor in the resulting classroom environment. Thus, what teachers believe
about classroom discourse influences the types of discussion that occur within the classrooms, so
students have little or no influence in the direction of the discussion.
The bellow table indicates the findings on how writing skills specifically, teachers need more
practice in teaching effective writing skills in order to be able to train students how to write.
41
Table 17: Writing skills specifically, teachers need more practice in teaching effective
writing skills
Agree 5 7.1
Disagree 2 2.9
Total 70 100
The findings from table 17 indicate that regarding writing skills specifically, teachers need more
practice in teaching effective writing skills in order to be able to train students how to write as
87.1% of respondents affirmed with strong agree, 7.1% affirmed with agree, 2.9% disagreed the
same as 2.9% affirmed with strong disagree. This indicates that most of the students‟ English
writing skills are unsatisfactory till where students are not able to write well English. Despite the
fact that students do not receive enough training and practice in utilising English at secondary
and preparatory school, they are expected to be good at writing paragraphs, essays, and reports
when they reach to final year.
The bellow table indicates the findings on how lack of students‟ commitment and interest is a
challenge meet by teachers while teaching English.
Table 18: Lack of students’ commitment and interest is a challenge meet by teachers while
teaching English
Agree 7 10
Disagree 6 8.6
Total 70 100
The findings from table 18 indicate that lack of students‟ commitment and interest is a challenge
meet by teachers while teaching English as 77.1% of respondents affirmed with strong agree,
42
10% affirmed with agree while 8.6% disagreed and 4.3% affirmed with strong disagree. This
indicates that there is a growing realisation that students need to do more than just listen to learn
in a changing environment. Within this changing context, however, there are many difficulties
associated with large class sizes, so to control is not easy task because some students show
negligence or little commitment while in group work.
4.2.4. Influence of learner’s motivation on teaching and learning English
The third objective of this study was to explore the influence of learner‟s motivation on teaching
and learning English at TTC Save. The following tables highlights the respondents‟ views
regarding to the proposed influence.
The bellow table indicates the findings on how motivation will increase students' time on
task and is also an important factor affecting their learning and achievement.
Table 19: Motivation will increase students' time on task and is also an important factor
affecting their learning and achievement
Agree 9 12.9
Disagree 1 1.4
Total 70 100
The findings from table 19 indicate that motivation will increase students' time on task and is
also an important factor affecting their learning and achievement as 84.3% of respondents agreed
strongly, 12.9% affirmed with agree, 1.4% disagreed the same as 1.4% disagreed strongly. This
indicates that teachers motivate their students to learn by providing them with positive feedback,
in order to develop competence. Providing feedback enables students to gain control over their
own learning and a sense of belief about their abilities.
43
The bellow table indicates the findings on how motivation enhances cognitive processing.
Table 20: Motivation enhances cognitive processing
Strong agree 56 80
Agree 9 12.9
Disagree 4 5.7
Total 70 100
The findings from table 20 indicate that motivation enhances cognitive processing as 80% of
respondents affirmed with strong agree, 12.9% affirmed with agree, 5.7% disagreed while 1.4%
disagreed strongly. This indicates that learning the motivation of students in education is
important. A learner learns best when he/she recognizes the need and develops the desire to
learn. This is through motivation. Motivation stimulates learners to think, concentrate, and learn
effectively. All in all, motivation increases the performance of learning. Learning is an active
process requiring a participative role. It influences the rate of learning, the retention of
information, and the desire to learn.
The bellow table indicates the findings on how the motivated student has the inner strength to
learn, to discover and capitalize on capabilities, to improve academic performance and to adapt
to the demands of the school context.
Table 21: Motivation influences the inner strength to learn, to discover and capitalize on
capabilities, to improve academic performance
Strong agree 49 70
Agree 13 18.6
Disagree 3 4.3
Total 70 100
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The findings from table 21 indicate that the motivated student has the inner strength to learn, to
discover and capitalize on capabilities, to improve academic performance and to adapt to the
demands of the school context as 70% of respondents affirmed with strong agree, 18.6%
affirmed with agree, 4.3% disagreed while 7.1% disagreed strongly. This indicates that
Motivation is very important in teaching and learning activity. Motivation can be said as
arrangement of efforts to prepare to certain condition. Motivation can be stimulated by
outside/internal factor but it increases inside the people. In teaching and learning process,
motivation can be said as everything of the activator inside the students who growth in learning
activity.
The bellow table indicates the findings on how motivation uplifts student's enthusiasm about the
activities presented to them.
Table 22: Motivation uplifts student's enthusiasm about the activities presented to them
Agree 8 11.4
Disagree 6 8.6
Total 70 100
The findings from table 22 indicate that motivation uplifts student's enthusiasm about the
activities presented to them as 74.3% of respondents affirmed with strong agree, 11.4% affirmed
with agree while 8.6% disagreed and 5.7% disagreed strongly. This indicates that Motivation
increases the speed of work that a learner is putting to achieve a goal. In education, motivation is
a factor of high or low points of the goal. When not well-motivated, a learner learns very little
with difficulty as he/she sees no need to learn. Therefore, motivation provides the effort and
energy that a learner needs to achieve the task. It brings the learner to the proper frame of mind
for learning. It concentrates the attention and energy of a person on the activity or knowledge to
be learned. Motivation determines whether a student will pursue a task (even a difficult one) with
enthusiasm or a lack luster attitude.
45
4.3. Different views from head teacher and teachers from TTC Save
The study entitled “The influence of learner‟s motivation on teaching and learning English
language at TTC Save, was not only used questionnaires during collecting data that gave
researcher quantitative data, but also head teacher and teachers were given interviewed in order
to obtain qualitative data.
The first question was related to what teachers do to ensure a conducive learning environment as
to motivate students learning English. The findings from the views of respondents acknowledged
that the physical layout of the classroom plays an important part in learner engagement in
learning English. One interviewed acclaimed that: “Classrooms with round tables, which permit
students to face each other, promote interactive learning.” (Interviewed head teacher, September
2022)
This reveals that the learning environment, however, goes beyond the layout and facilities of the
classroom. It also includes instructors' relationships with their students.
Again, an interviewed added that: “Learners become more engaged within a supportive learning
environment when instructors respect them and appreciate their responses” (Interviewed
teacher, September 2022).
Moreover, the respondents explained that they understand that motivation has become a central
construct in both educational and psychological research and plays a significant role in several
theories of human development and learning English. Additionally, they said that: “Bring
varying degrees of both intrinsic and extrinsic motivation to the students learning is a method of
rising student’s motivation in classroom” (Interviewed teacher, September 2022).
Additionally, motivation plays a vital role in every sphere of school activities and various phases
of activities. They detailed that: “The success and achievement in school depends on
motivation”. Due to several methods above, the researcher conclude that motivating students in
the learning process is really important.
For the question related to the consequences of lack of motivation on teaching and learning
English, the interviewed respondents concurred that student‟s poor academic performance is a
46
consequence of lack of motivation on teaching and learning English. In addition, if the students
are less motivated there will not be improving in academic performance which in turn will not
benefit community as whole.
For other consequence, learning how to motivate the students also mentioned. One of
interviewed respondents emphatically said that: “Students who are not motivated will not learn
effectively. They will not retain information, they will not participate and some of them may even
become disruptive” (Interviewed head teacher, September 2022). Another interviewed
respondents clarified that difficulty in developing students‟ receptive skills (reading and
listening) and productive skills (speaking and writing) is a consequence of lack of motivation on
teaching and learning English. All in all, learners need to develop their language skills, and
specifically academic English, in order to listen, understand and make the most effective use of
English language.
For the question related to the challenges meet by teacher while teaching English at TTC Save,
the interviewed respondents concurred that in classroom, teachers are challenged by failing to
use teaching methodologies while teaching English. In addition, there is a growing realisation
that students need to do more than just listen to learn in a changing environment.
For other challenges, limited professional development opportunities while teaching English also
mentioned. One of interviewed respondents emphatically said that: “Students may feel that they
have no interest in the subject, find the teachers’ methods un-engaging or be distracted by
external forces, or it may even come to light that a student who appeared unmotivated actually
has difficulty in learning and need special attention” (Interviewed head teacher, September
2022). Another interviewed respondents clarified that teachers may fail to consider factors
beyond the student that contribute to the achievement gap.
Another interviewed respondents said that: “Lack of diversity in the teaching, I mean a culture
of traditionalism in professional of teaching is a challenge meet by teachers while teaching
English” (Interviewed teacher, September 2022). This indicates that traditional teaching
strategies are still adopted by English teachers.
47
Not only that, but also lack of students‟ commitment and interest is a challenge meet by teachers
while teaching English as the interviewed respondents ascertained that: “There is a growing
realisation that students need to do more than just listen to learn in a changing environment.
Within this changing context, however, there are many difficulties associated with large class
sizes, so to control is not easy task because some students show negligence or little commitment
while in group work.”
The interviewed also added that: “The need to make learners to be active cannot be
overemphasised in the changing environment specifically because the emergence of new
technologies is changing the society. Consequently, the educational systems are facing
significant pressure to change the way we educate our children too in order to adequately
prepare them to live, learn, and work in a global, digital age.”
4.3.4 Influence of learner’s motivation on teaching and learning English
For the question related to the influence of learner‟s motivation on teaching and learning English
at TTC Save, the interviewed respondents confirmed that motivation will increase students' time
on task and is also an important factor affecting their learning and achievement.
One of interviewed respondents explained that: “Teachers motivate their students to learn by
providing them with positive feedback, in order to develop competence.” (Interviewed teacher,
September 2022). This shows that providing feedback enables students to gain control over their
own learning and a sense of belief about their abilities.
For other influence, motivation enhances cognitive processing also mentioned. One of
interviewed respondents emphatically said that: “Learning the motivation of students in
education is important. A learner learns best when he/she recognizes the need and develops the
desire to learn. This is through motivation. Motivation stimulates learners to think, concentrate,
and learn effectively.” (Interviewed head teacher, September 2022).
All in all, motivation increases the performance of learning. Learning is an active process
requiring a participative role. It influences the rate of learning, the retention of information, and
the desire to learn.
48
CHAPTER FIVE: DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
5.0. Introduction
This chapter is about the discussions of findings of the study presented in the previous chapter in
order to assess the influence of learner‟s motivation on teaching and learning English language at
TTC Save, Gisagara district. This discussion is related to the objectives.
5.1. Discussions of findings
This part is dealing with the confrontation of the findings from the research at hand and others
scholars‟ views. It is done following the order of the objectives.

The first objective of this study was to find out the method of rising students motivation in
classroom at TTC Save. As it was shown in data from where research was conducted, the results
revealed that as educators could start just by choosing and trying rise possibilities for enriching
student motivation themselves and their own behaviours to become self-aware of new
understandings is a method of rising student‟s motivation in classroom as approved on 71.4%
(table 5). This indicates that motivation has become a central construct in both educational and
psychological research and plays a significant role in several theories of human development and
learning. This is why motivation is concerned with the inculcation and stimulation of learner‟s
interest in the learning activities. Thus, this study found that bring varying degrees of both
intrinsic and extrinsic motivation to the students learning is a method of rising student‟s
motivation in classroom as concurred on 70% (table 6). This indicates that motivation plays a
vital role in every sphere of school activities and various phases of activities. The success and
achievement in school depends on motivation. Also, this study indicates that to teach the students
how to produce results while maintaining focus Purposeful connection with work emerging
motivational results from connecting with work as a source of self-expression, exploration, and
sustained creativity is a method of rising student‟s motivation in classroom as confirmed on
78.6% (table, 7). This indicates that adequate motivation results in promoting reflection,
attention, interest and effort in the students and hence promotes learning. Not only that, but also
the findings indicates that the ways of motivating students is to give students an opportunity to
show what they values most to represent their interests and important experiences as agreed on
49
67.1% (table 8). This indicates that motivation is the heart of learning, golden road to learning
and potent factor in learning, as all learning is motivated learning.
This finding of this study expressed agreement with the findings of William (2008) who found
that motivation is probably the most important factor that educators can target in order to
improve learning. This is why educators could start just by choosing and trying rise possibilities
for enriching student motivation themselves and their own behaviours to become self-aware of
new understandings (William, 2008).
The second objective of this study was to investigate the consequences of lack of motivation on
teaching and learning English at TTC Save. The findings revealed that student‟s poor academic
performance is a consequence of lack of motivation on teaching and learning English as 90%
(table 9). This indicates that if the students are less motivated there will not be improvement in
academic performance which in turn will not benefit community as whole.
Thus, the findings indicates that difficulty in developing students‟ speaking skills is a
consequence of lack of motivation on teaching and learning English as affirmed on 75.7% (table
10). This indicates that speaking is the most difficult skill to master for the majority of
English learners. Not only that, but also teaching speaking is vital unless someone is learning
English purely for academic reasons and does not intend to communicate in English, which is
quite rare. Hence, due to lack of motivation, there is a lack of exposure to a variety of vocabulary
lead to failure in communicating fluently in English language. Also, difficulty in developing
students‟ reading skills is a consequence of lack of motivation on teaching and learning English
as indicated on 62.9% (table 11). This indicates that motivation is critical to language learning
and plays a significant role in the development of EFL communicative skills. It is the primary
impetus for starting to learn a language, and therefore, the driving force behind a positive attitude
towards the development of reading competence. Then, difficulty in developing students‟ writing
skills is a consequence of lack of motivation on teaching and learning English as as found on
74.3% (table 12). This indicates that in dialogic relationship between learning and education,
especially a low level/lack of motivation, as well as lack of enthusiasm, lack of curiosity or loss
of stimulus pose a risk for students‟ writing failure. In addition, difficulty in developing students‟
listening skills is a consequence of lack of motivation on teaching and learning English as
50
viewed on 85.7% (table 14). This indicates that when students learn language, they usually learn
to listen first. This is why motivation is absolutely central to learning language. Without it one
cannot make sense or communicate his understanding of a subject. Learners need to develop
their language skills, and specifically academic English, in order to listen, understand and make
the most effective use of study materials.
This finding of this study expressed agreement with the findings of Ferda (1996) who declared
that lack of motivation refers to having a deficient level of passion and enthusiasm. At graduate
level student‟s poor performance cuts across almost the compulsory subject in which English is
inclusive. Poor academic performance of students is on problems impending the smooth
actualization of educational purposes, which is to prepare an individual for mentally serving both
himself and society. Several things will affect students‟ academic performance especially those
related to motivation (Ferda, 1996). Kopong and February (2019) added that motivation is one
of the crucial internal factors influencing students „s academic performance among various
factors, motivation is one of the psychological factors that can affect students achievement
(Kopong, February 2019).
The third objective of this study was to determine challenges meet by teacher while teaching
English at TTC Save. The findings revealed that in classroom, teachers are challenged by failing
to use teaching methodologies while teaching English as agreed on 78.6% (table 14). This
indicates that there is a growing realisation that students need to do more than just listen to learn
in a changing environment. Lecture method, in which instructors talk and students listen, has
dominated the language classroom. Hence, due to the trend shift in language teaching from
teacher-centred to student-centred approaches or active learning strategies, many challenges have
occurred in how teaching and learning is actually practised in classrooms. Clearly, teachers are
challenged by limited professional development opportunities while teaching English as
approved on 82.9% (table 15). This indicates that due to this trend, students may feel that they
have no interest in the subject, find the teachers‟ methods un-engaging or be distracted by
external forces, or it may even come to light that a student who appeared unmotivated actually
has difficulty in learning and need special attention. Also, a culture of traditionalism in
professional of teaching is a challenge meet by teachers while teaching English as indicated on
51
67.1% (table 16). This indicates that the traditional teaching strategies are still adopted by
English teachers. One of the major challenges in these traditional teaching strategies is that the
teacher‟s perspective becomes the major determining factor in the resulting classroom
environment. Thus, what teachers believe about classroom discourse influences the types of
discussion that occur within the classrooms, so students have little or no influence in the
direction of the discussion. Regarding writing skills specifically, teachers need more practice in
teaching effective writing skills in order to be able to train students how to write as approved on
87.1% (table 17). This indicates that most of the students‟ English writing skills are
unsatisfactory till where students are not able to write well English. All in all, lack of students‟
commitment and interest is a challenge meet by teachers while teaching English as affirmed on
77.1% (table 18). This indicates that there is a growing realisation that students need to do more
than just listen to learn in a changing environment. Within this changing context, however, there
are many difficulties associated with large class sizes, so to control is not easy task because some
students show negligence or little commitment while in group work.
This finding of this study expressed agreement with the findings of Ruiz-Funes, (2002) who
identified that in classroom teacher fail to use teaching methodologies. Thus, there are other
challenges include limited professional development opportunities, professional development
that is limited in duration or disjoint from their needs as a practicing teacher (Faust and Paulson,
1998), limited budgets, a culture of traditionalism and lack of administrative understanding
and/or support for the unique needs they have when implementing active learning.
Regarding writing skills specifically, Gibbs and Coffey (2004) state that teachers need more
practice in teaching effective writing skills in order to be able to train students how to write. The
writers add that, as there is a problem in teaching writing, there is also a problem in
assessing/correcting students‟ pieces of writing. Students do not participate, use higher-order
thinking, or learn sufficient content; the risks that faculty members feel a loss of control, lack the
necessary skills, or be criticised for teaching in unorthodox ways (Bonwell and Eison, 2003).
This is supported by Poehner‟s (2008) revelation that, in one particular study, many language
teachers expressed their fear of teaching to the test as well as their lack of awareness about the
principles and underlying theoretical concepts of assessment. Moreover, Griffith and Lim (2010)
mentions teachers‟ concerns in relation to lack of time, loss of control, lack of students‟
52
commitment and interest, dependency in group work, and learning style differences in student-
centred classrooms.
At the same time, with regard to productive skills, Tiwari and Tang (2003) explains that the
teaching and assessment of speaking skills, in comparison with receptive skills, present
complicated problems both in terms of practicality and in terms of scoring criteria. Setting and
marking a paragraph of writing or reading is relatively simple and does not take much time.
However, speaking tests are very different in nature and are also time consuming, as the teacher
must try to evaluate individual performance and so may need to record each student‟s
speech/dialogue to mark at a later time. Determining scoring criteria is also a challenge in terms
of objectivity and maintaining positive relations between teachers and their students.
5.1.4. Influence of learner’s motivation on teaching and learning English
The fourth objective of this study was to explore the influence of learner‟s motivation on
teaching and learning English at TTC Save. The findings revealed that motivation will increase
students' time on task and is also an important factor affecting their learning and achievement as
agreed on 84.3% (table 19). This indicates that teachers motivate their students to learn by
providing them with positive feedback, in order to develop competence. Providing feedback
enables students to gain control over their own learning and a sense of belief about their abilities.
Thus, motivation enhances cognitive processing as affirmed on 80% (table 20). This indicates
that learning the motivation of students in education is important. A learner learns best when
he/she recognizes the need and develops the desire to learn. This is through motivation.
Motivation stimulates learners to think, concentrate, and learn effectively. All in all, motivation
increases the performance of learning. Learning is an active process requiring a participative
role. It influences the rate of learning, the retention of information, and the desire to learn. It was
indicated that the motivated student has the inner strength to learn, to discover and capitalize on
capabilities, to improve academic performance and to adapt to the demands of the school context
as approved on 70% (table 21). This indicates that Motivation is very important in teaching and
learning activity. Motivation can be said as arrangement of efforts to prepare to certain condition.
Motivation can be stimulated by outside/internal factor but it increases inside the people. In
teaching and learning process, motivation can be said as everything of the activator inside the
students who growth in learning activity. Clearly, motivation uplifts student's enthusiasm about
53
the activities presented to them as found on 74.3% (table 22). This indicates that Motivation
increases the speed of work that a learner is putting to achieve a goal. In education, motivation is
a factor of high or low points of the goal. When not well-motivated, a learner learns very little
with difficulty as he/she sees no need to learn. Therefore, motivation provides the effort and
energy that a learner needs to achieve the task. It brings the learner to the proper frame of mind
for learning. It concentrates the attention and energy of a person on the activity or knowledge to
be learned. Motivation determines whether a student will pursue a task (even a difficult one) with
enthusiasm or a lack luster attitudes.
This finding of this study expressed agreement with the findings of Sari, (2021) who declared
that motivation determines the specific goals toward which people strive; thus, it affects the
choices students make. Motivation will increase students' time on task and is also an important
factor affecting their learning and achievement. Motivation enhances cognitive processing.
Motivation should be seen as a very important factor in the learning process. The motivated
student has the inner strength to learn, to discover and capitalize on capabilities, to improve
academic performance and to adapt to the demands of the school context. Motivation has a direct
impact on how an individual learns. The effects of motivation is normally far reaching because
it increases an individual's energy level, determines the persistence in reaching a specific goal,
affects the types of learning techniques used and an individual's thinking processes.
Additionally, Sitwati (2014) and Muhammad (2021) emphasized that motivation uplifts student's
enthusiasm about the activities presented to them. Once they get motivated to achieve something
by doing the tasks, they will eventually exert their full effort, time, and energy. The major
findings are that, teachers‟ qualification has no significant relationship with students‟ academic
performance and that teachers „knowledge of subject matter played a significant role in the
performance of students and therefore it led to the general conclusion that teachers with deeper
knowledge of subject.
All in all, motivation increases the performance of learning. Learning is an active process
requiring a participative role. It influences the rate of learning, the retention of information, and
the desire to learn.
54
5.2. Conclusions
The present study sought to assess the influence of learner‟s motivation on teaching and learning
English language at TTC Save, Gisagara district. In regard to the method of rising students‟
motivation in classroom where research was conducted, the study found that bring varying
degrees of both intrinsic and extrinsic motivation to the students learning is a method of rising
student‟s motivation in classroom. Also, this study indicates that to teach the students how to
produce results while maintaining focus Purposeful connection with work emerging
motivational results from connecting with work as a source of self-expression, exploration, and
sustained creativity is a method of rising student‟s motivation in classroom. Not only that, but
also the findings indicates that the ways of motivating students is to give students an opportunity
to show what they values most to represent their interests and important experiences. This
indicates that motivation is the heart of learning, golden road to learning and potent factor in
learning, as all learning is motivated learning.
For the second objective of this study, it was found that student‟s poor academic performance is
a consequence of lack of motivation on teaching and learning English. Thus, there is difficulty in
developing students‟ speaking skills is a consequence of lack of motivation on teaching and
learning English, difficulty in developing students‟ reading skills is a consequence of lack of
motivation on teaching and learning English, difficulty in developing students‟ writing skills is a
consequence of lack of motivation on teaching and learning English, and difficulty in developing
students‟ listening skills is a consequence of lack of motivation on teaching and learning English.
Regarding to the third objective of this study, it was found that in classroom, teachers are
challenged by failing to use teaching methodologies while teaching English, limited professional
development opportunities while teaching English, a culture of traditionalism in professional of
teaching is a challenge meet by teachers while teaching English. and lack of students‟
commitment and interest is a challenge meet by teachers while teaching English.
Regarding to the fourth objective of this study, it was found that motivation will increase
students' time on task and is also an important factor affecting their learning and achievement
where it enhances cognitive processing. All in all, motivation increases the performance of
learning. This is why it is very important in teaching and learning activity.
55
5.3 Recommendations
At the end of the study, the writer would like to give suggestion for the teachers in motivating
students in learning English.
5.3.1 To school leaders

- School leaders should ensure that the number of students in the classroom is manageable to
allow effective teaching.
5.3.2 To teachers
- Teaching English as a second language is quite a challenging task for teachers. Teachers
have to find the right strategies in order for students to have interest in their English
language learning.
- The role of teachers in motivating learners cannot be overemphasized. It is recommended
that teachers should create an active learning environment that enhances students‟
perceived autonomy and competence, providing students with choices and opportunities
for self-directed learning, and planning learning activities that might increase their feeling
of mastery.
- Finally, teachers are encouraged to employ all the motivation strategies earlier discussed.
This will enhance students‟ learning and improve their academic achievement
5.3.3 To students
- Students‟ interest is one of the important elements to stimulate their learning of the
English language. Hence, through meaningful and interesting activities, and the support
of teaching materials, teachers will be able to attract students‟ interests in learning
English. It is expected to be contributed in some ways to the development of language
education.
5.3.4 To further studies

It hopes that a further research study in this area will be conducted widely in the future which
uncovered in this study such as observing directly the motivational strategies applied by the
teacher.
56
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61
APPENDICES
APPENDEX A: RECOMMENDATION LETTER
i
APPENDEX B: A LETTER FOR RESPONDENT
NIYONSABA Jerôme
Faculty of Education
Department of English
14th May, 2022
Re: Request for research participation
Dear Sir/Madam,
I am students in final year at Protestant Institute of Arts and Social Sciences (PIASS), Faculty
of Education and department of English. I am carrying a research as a partial fulfilment of the
requirements for the award of Bachelor‟s degree in Education, on “The influence of learner’s
motivation on teaching and learning English language at TTC Save: case study of TTC Save”.
The information required here is purely for academic purpose and will therefore be treated
confidentially.
Yours faithfully,
ii
WRITTEN RESEARCH QUESTIONNAIRES ADDRESSED TO STUDENTS
Instructions:
 Please ticks “√” in the reserved box or answer by your own words where you think are right.
 For the questions that require you to express your views, use the space provided.
 This research is designed to collect information only for academic purpose.
Part A: Identification of respondents
1. Gender of respondent
a) Male
b) Female
2. Educational background of respondent
a) Year 1 TML
b) Year 2 TML
c) Year 3 TML
iii
Part B: Questions related to the research objectives addressed to the students
Section One: Method of rising students motivation in classroom
1. As educators could start just by choosing and trying rise possibilities for enriching
student motivation themselves and their own behaviours to become self-aware of new
understandings is a method of rising student‟s motivation in classroom.
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
2. Bring varying degrees of both intrinsic and extrinsic motivation to the students learning is
a method of rising student‟s motivation in classroom
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
3. To teach the students how to produce results while maintaining focus Purposeful
connection with work emerging motivational results from connecting with work as a
source of self-expression, exploration, and sustained creativity is a method of rising
student‟s motivation in classroom
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
4. The ways of motivating students is to give students an opportunity to show what they
values most to represent their interests and important experiences
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
iv
Section Two: Consequences of lack of motivation on teaching and learning English
5. Student‟s poor academic performance is a consequence of lack of motivation on teaching
and learning English
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
6. Difficulty in developing students‟ speaking skills is a consequence of lack of motivation
on teaching and learning English
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
7. Difficulty in developing students‟ reading skills is a consequence of lack of motivation
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
8. Difficulty in developing students‟ writing skills is a consequence of lack of motivation on
teaching and learning English
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
9. Difficulty in developing students‟ listening skills is a consequence of lack of motivation
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
v
Section Three: Challenges meet by teacher while teaching English
10. In classroom, teachers are challenged by failing to use teaching methodologies while
teaching English
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
11. Teachers are challenged by limited professional development opportunities while
teaching English
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
12. A culture of traditionalism in professional of teaching is a challenge meet by teachers
while teaching English
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
13. Regarding writing skills specifically, teachers need more practice in teaching effective
writing skills in order to be able to train students how to write
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
14. Lack of students‟ commitment and interest is a challenge meet by teachers while teaching
English
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
vi
Section Four: Influence of learner’s motivation on teaching and learning English
15. Motivation will increase students' time on task and is also an important factor affecting
their learning and achievement
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
16. Motivation enhances cognitive processing
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
17. The motivated student has the inner strength to learn, to discover and capitalize on
capabilities, to improve academic performance and to adapt to the demands of the school
context
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
18. Motivation uplifts student's enthusiasm about the activities presented to them
a) Strong agree
b) Agree
c) Disagree
d) Strong disagree
Thank you!!!
vii
PART C: INTERVIEW ADDRESSED TO STAFF
1. Tell me about your job at TTC Save?

2. What do you know about the influence of learner‟s motivation on teaching and learning
English language? Please tell me!
3. As an English teacher, what can you say about the method of rising students motivation
in classroom?
4. Why do you see as the consequences of lack of motivation on teaching and learning
English?
5. According to you, what do you observe as the challenges meet by teacher while teaching
English at TTC Save?
6. What are the influence of learner‟s motivation on teaching and learning English at TTC
Save?
7. If you have any additional information, please do not hesitate to provide it.
Thank you!!!!
viii

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PROTESTANT INSTITUTE OF ARTS AND SOCIAL SCIENCES (PIASS)

INFLUENCE OF LEARNER’S MOTIVATION ON

A dissertation submitted to the faculty of education in partial fulfilment of the

REG NUMBER: PIASS /FED/18/2245

Supervisor: Mrs MUKANZIZA Jaquelline

Date ……. /…../2022

Supervisor‟s signature …………………

Mrs MUKANZIZA Jaquelline

Date ……. /…../2022

God bless them.

Secondly, my sincere gratitude goes to PIASS administration, specifically the Faculty of

May God bless you all!

DEDICATION ............................................................................................................................... iii

TABLE OF CONTENTS ................................................................................................................ v

LISTS OF ACRONYMS AND SYMBOLS................................................................................... x

CHAPTER ONE: GENERAL INTRODUCTION ......................................................................... 1

1.0 Introduction ............................................................................................................................... 1

2.0. Introduction .............................................................................................................................. 9

3.0 Introduction ............................................................................................................................. 26

3.6.2. Interview ............................................................................................................................. 29

3.9 Ethical consideration ............................................................................................................... 31

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION .......... 32

4.1. Identification of Respondents......................................................................................... 32

5.0. Introduction ............................................................................................................................ 49

Figure 1: Maslow theory of hierarchy of needs ............................................................................ 15

CBC: Curriculum Based Competence

ESL/EFL: English as a Second Language/ English as a Foreign Language

MINEDUC: Ministry of Education

PIASS : Protestant Institute of Arts and Social Sciences

SA: Strong Agree

SD: Strong Disagree

TML: Teaching Modern Languages

TTC: Teacher Training College

1.1 Background to the study

1.3 Research purpose

1.4 Research Objectives

1.4.1 General Objective

1.4.2 Specific Objectives

The following are specific objectives that guided my study;

1.5 Research questions

The following are the questions that will guide my study;

1.6 Significance of Study

1.7 Scope of the Study

1.7.2. Time scope

1.7.3. Content scope

1.8 Organisation of the study

2.1 Definition of Key Terms

2.1.6 English language

2.2. Theoretical orientation

2.2.1 Maslow theory of hierarchy of needs

Source: Maslow, 1968

2.2.2 Attribution theory

2.3. Related literature

2.3 .1.Methods of rising student’s motivation in teaching and learning English

2.3.2. Consequences of lack of motivation on teaching and learning English

2.3.3. Challenges meet by teacher while teaching English

Ruiz-Funes, (2002) identified these challenges include limited professional development

2.3.4 Influence of learner’s motivation on teaching and learning

1. Open-Ended Questions and work in groups

2. Positive Competition and evaluation program

3. Switch Roles and motivational quotes

In this way in developing abstract somatic representation is meaningful in learning context

4. Field trips and set semester goals

Figure 2: Conceptual framework

The Influence of learner's Motivation on Teaching and Learning English Luanguage

The Influence of learner's Motivation on Teaching and Learning English Luanguage