Students’ Motivation to Learn Grammar:  The Contribution of Focus on Form Instruction

Tigist  Berhe; Dawit  Amogne; Birhanu  Simegn

doi:10.36941/jesr-2023-0060

Authors

Tigist Berhe Lecturer, Doctoral (TEFL) Candidate, Bahir Dar University, Ethiopia
Dawit Amogne PhD, Associate Professor of English, Addis Ababa University, Ethiopia
Birhanu Simegn PhD, Associate Professor of English, Bahir Dar University, Ethiopia

DOI:

https://doi.org/10.36941/jesr-2023-0060

Keywords:

output based instruction, motivation, EFL learning, dimensions of motivation, Ethiopian students

Abstract

Enhanced motivation of ESL students results from an application of appropriate instructional method. However, the extant literature related to the choice of appropriate instructional method is scant. Thus, the present study aimed at examining effectiveness of the focus on form instruction structured output in enhancing students’ motivation of learning grammar is initiated to identify an appropriate instructional method that motivates learners. Mixed methods approach through which self-administered questionnaire and semi-structured interviews were used to gather data from participant students was implemented. The results of one way-ANOVA and thematic analysis in line with the motivational dimensions showed that structured output is an effective instructional method in enhancing students’ motivation of learning grammar. It was found that the use of structured output instructional method enhances learners’ level of motivation to learn English grammar as measured using integrativeness, instrumentality promotion/prevention, criterion measures, attitudes to L2 community, ideal L2 self, ought to L2 self, and learning experience. Thus, the application of structured output as an alternative technique to teaching grammar is recommended.

Received: 26 November 2022 / Accepted: 20 April 2022 / Published: 5 May 2023