English Language Learners’ Motivation and their Perceptions of the Effectiveness and Enjoyment of Teaching Methods and Learning Activities

Learners generally want to be proficient in actively using the foreign language. However, they come into a class with diverse motivations, attitudes and learning histories, which are said to be factors that influence their language learning process and achievement in general, and specifically their preferences in teaching methods and learning activities (Barkhuizen, 1998; Dörnyei, 1994; Heining-Boyton & Haitema, 2007; Horwitz, 1988; Littlewood, 2010; Kouritzin, Piquemal, & Renaud, 2009; Krashen, 1981; Price & Gascoigne, 2006; Roberts, 1992). Therefore, to ensure successful language learning, this study aims to examine the learners’ motivation for studying English and furthermore their perceptions on useful and pleasurable activities to help current and future language educators to cultivate a learning environment, which fosters the successful and enjoyable learning of a foreign language. This research was conducted in several English as a Second Language (ESL) classes at a Midwest American university town. The study participants were 15 international students from various different countries who are currently enrolled at this university. Data was collected by using a mixed-methods approach with surveys and follow-up interviews, and was analyzed using descriptive statistics and content analysis. Results have shown that learners’ beliefs and their learning background have an influence on their perceptions of learning activities and teaching methods. In terms of enjoyment of such practices, there was an apparent inclination towards interactive and communicative approaches rather than traditional, non-communicative ones, whereas no distinct style was favored in regard to effectiveness.