The Influence Of Peer-Interactıon On Mıddle School Students’ Learnıng Motıvatıon

Abstract

This research’s aim is to investigate the impact of peer interaction on middle school students' learning motivation for English. In this study, the researcher collected both qualitative and quantitative data using a quasi-experimental research design. Firstly, the quantitative data were collected via Gardner's Attitude/Motivation Test Battery (AMTB) (Gardner, 1985), which is originally a 6-point Likert format and was adapted to a 5-point scale ranging from 'Strongly Agree' to 'Strongly Disagree' by (Dogan, 2009). The initial quantitative data were analysed with the latest version of SPSS. Secondly, regarding qualitative data, a student interview form and a teacher interview form were also be utilised, all of which were also be developed by the researcher. Interviews with the students and the teachers were audio-recorded and transcribed. Thematic content analysis was used to examine qualitative data. The results have revealed that CLT is much more effective in motivating the students’ English learning skills by giving them a chance to practice their passive knowledge of English gained through GTM lessons. Moreover, board games are the most motivating CLT activity for the learners since as a fun activity, the board games match the students’ age range. Due to the national examination system which requires grammar and vocabulary test-taking skills, GTM will remain the dominant lesson shape in the school curricula, however, CLT lessons may also gain a foothold in teaching English as a Foreign Language to the students.