Pixel International Conferences

The habits and techniques students use to motivate and inspire themselves says a lot about their motivation towards learning a language. Furthermore, students attitudes and abilities play a major role in controlling and determining learning autonomy.

There are a number of Self-access settings and resources in which language learners can work freely. Therefore, in the light of the abundance of different services and amenities available to students how do our students utilize the different support available and what would make them observe these more in the future?

My rationale for this study comes from my own classroom in an attempt to investigate and explore the help students seek outside the classroom and find out more about their intrinsic and extrinsic motivation that help improve their language skills.

I will be looking at two different supports and how do the students perceive them. First, the institutional support in terms of facilities and extracurricular activities etc. and to what extent are  these facilities utilised. The second part is the instructors, the part they play in the learning process beyond the classroom walls.

In this presentation I would like to establish the most common factors that affect students’ motivation and what makes them want to improve their English. A study of how much help and support is available compared to what is actually used. The target is low level students who are studying English as a second language in the foundation programme as an instrumental tool for further education.

Key words:  autonomy, motivation, Self, learning, services.