Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Pedagogical approaches to enhance motivation in non-
philological students for learning English
Manzura ALMAMATOVA
1
Gulistan State University
ARTICLE INFO
ABSTRACT
Article history:
Received September 2024
Received in revised form
10 October 2024
Accepted 25 October 2024
Available online
15 November 2024
Motivation plays a crucial role in language acquisition,
especially for non-philological students who may not immediately
see the relevance of learning English for their future careers. This
paper explores various pedagogical approaches aimed at
enhancing motivation among these learners. The study highlights
effective methods such as task-based learning, gamification, and
personalized learning strategies. These approaches have been
shown to significantly boost engagement and interest in language
learning. By adopting such strategies, educators can create a more
engaging, relevant, and rewarding learning environment. This, in
turn, helps improve the language proficiency of non-philological
students.
2181-3701/© 2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss6-pp115-118
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
motivation,
non-philological students,
pedagogical approaches,
English learning,
task-based learning,
gamification,
personalized learning.
Pedagogik yondashuvlar orqali nofilologik talabalarning
ingliz tilini o‘rganishga bo‘lgan motivatsiyasini oshirish
ANNOTATSIYA
Kalit so‘zlar:
Motivatsiya,
nofilologik talabalar,
pedagogik yondashuvlar,
ingliz tilini o‘rganish,
topshiriqqa asoslangan
o‘qitish,
geymifikatsiya,
shaxsiylashtirilgan o‘qitish.
Motivatsiya tilni o‘rganishda muhim rol o‘ynaydi, ayniqsa,
ingliz tilini o‘rganishning ularning kelajakdagi kasblariga
bevosita aloqasini ko‘rmaydigan nofilologik talabalar uchun.
Ushbu maqola nofilologik talabalar uchun ingliz tilini o‘rganishga
motivatsiyani
oshirishga
qaratilgan
turli
pedagogik
yondashuvlarni o‘rganadi. Tadqiqot, motivatsiyani oshirishda
samarali bo‘lgan turli metodlar, masalan, topshiriqqa asoslangan
o‘qitish, geymifikatsiya va shaxsiylashtirilgan o‘qitish
strategiyalarini ta’kidlaydi. Ushbu pedagogik strategiyalarni
qo‘llash orqali o‘qituvchilar nofilologik talabalar uchun yanada
qiziqarli, dolzarb va mukofotlashga loyiq o‘qish muhiti
yaratishlari mumkin, bu esa ularning til malakasini yaxshilashga
olib keladi.
1
PhD student, Gulistan State University.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
116
Педагогические подходы для повышения мотивации у
нефилологических студентов к изучению английского
языка
АННОТАЦИЯ
Ключевые слова:
мотивация,
нефилологические
студенты,
педагогические подходы,
изучение английского
языка,
обучение на основе задач,
геймификация,
персонализированное
обучение.
Мотивация играет ключевую роль в освоении языка,
особенно
для
студентов
нефилологических
специальностей, которые могут не видеть очевидной связи
между изучением английского языка и своей будущей
карьерой.
В
статье
анализируются
различные
педагогические подходы, направленные на повышение
мотивации таких студентов. Исследование выделяет
эффективные методы, включая обучение на основе задач,
геймификацию и персонализированные учебные стратегии.
Применение этих стратегий позволяет преподавателям
создать увлекательную, релевантную и мотивирующую
образовательную среду, что способствует улучшению
языковых компетенций студентов.
INTRODUCTION
Learning English, especially for non-philological students, can often be seen as
tedious and unnecessary. Unlike students majoring in languages, those in non-philological
disciplines such as sciences, economics, or engineering may not find immediate personal
or professional value in mastering a foreign language. Therefore, it is crucial to develop
pedagogical strategies that not only teach English effectively but also enhance motivation
for students who may not have an intrinsic interest in the subject.
Motivation is a key factor influencing language learning success, and without it,
students may struggle to achieve proficiency. According to Deci and Ryan’s Self-
Determination Theory, motivation can be categorized into intrinsic and extrinsic types,
both of which can be fostered through thoughtful pedagogical approaches. This paper aims
to explore how different teaching strategies can be implemented to increase motivation in
non-philological students learning English
The Role of Motivation in Language Learning
Motivation is the driving force behind a student’s engagement and persistence in
learning. For non-philological students, motivation to learn English often depends on the
perceived relevance and utility of the language to their field of study and future career
prospects. Thus, it is essential to create learning environments that appeal to both intrinsic
and extrinsic motivations.
Intrinsic motivation refers to the inner desire to learn for the sake of personal
satisfaction or enjoyment. Extrinsic motivation, on the other hand, is driven by external
factors such as grades, certificates, or career opportunities. Both types of motivation are
important and can be nurtured using pedagogical methods that resonate with students’
needs and aspirations.
Pedagogical Approaches to Enhance Motivation
1. Task-Based Learning (TBL)
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
117
Task-based learning (TBL) is an effective approach that focuses on the completion
of real-world tasks rather than on grammar rules or vocabulary memorization.
By integrating English into practical, real-life contexts, students can see the immediate
utility of the language. This approach can particularly engage non-philological students
who may not be interested in learning English purely for academic reasons. For example,
tasks related to their future careers, such as reading scientific papers, writing reports, or
participating in professional discussions, can motivate them by showing the relevance of
English in their chosen fields.
TBL promotes active learning and increases students' sense of autonomy, which is
key in fostering intrinsic motivation. Students are more likely to feel motivated when they
can see how language skills directly apply to their academic and professional goals.
2. Gamification
Gamification is another pedagogical strategy that has gained popularity in recent
years. It involves the use of game-like elements, such as points, rewards, levels, and
competition, to make the learning process more engaging and enjoyable. By incorporating
gamification into English lessons, educators can motivate non-philological students to
participate more actively in class and take a greater interest in the subject.
Gamification can enhance both intrinsic and extrinsic motivation. For example,
extrinsic motivation is fostered through rewards and recognition, while intrinsic
motivation grows as students experience success, progress, and mastery in completing
language learning challenges. Tools such as language learning apps (e.g., Duolingo) or
classroom-based quiz games (e.g., Kahoot) provide instant feedback and a sense of
achievement that encourages continued learning.
3. Personalized Learning
Personalized learning refers to tailoring the educational experience to meet
individual students' needs, interests, and learning styles. Non-philological students, for
instance, may find it motivating to learn English through materials and tasks related to
their specific field of study. Personalized learning can involve allowing students to choose
topics, texts, or projects that are directly relevant to their career aspirations or academic
interests.
Moreover, incorporating technology into personalized learning, such as adaptive
learning platforms that adjust the difficulty of tasks based on a student’s progress, can help
increase motivation. When students feel that the content is designed specifically for their
needs and abilities, they are more likely to engage deeply with the material and remain
motivated throughout the learning process.
4. Collaborative Learning
Collaborative learning fosters a sense of community and shared responsibility,
which can enhance motivation for non-philological students. Working in groups on
projects or tasks encourages peer support and the exchange of ideas. It also helps students
develop their communication and problem-solving skills in a language-learning context.
Collaboration can be particularly motivating when students can share their knowledge and
strengths while learning from one another.
Incorporating collaborative learning into English lessons allows non-philological
students to learn from their peers and build confidence in their language skills. The social
aspect of group work can help to overcome feelings of isolation that some students may
experience, leading to greater engagement and sustained motivation.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Issue – 2 № 6 (2024) / ISSN 2181-3701
118
CONCLUSION
In conclusion, enhancing motivation in non-philological students learning English is
critical to their success in acquiring the language. Pedagogical approaches such as task-
based learning, gamification, personalized learning, and collaborative learning have
proven to be effective in motivating students by making the learning process more
engaging, relevant, and enjoyable. By incorporating these strategies into the curriculum,
educators can foster both intrinsic and extrinsic motivation, helping students develop a
greater interest in learning English and ultimately improving their language proficiency.
As the demand for English proficiency continues to grow across various fields,
pedagogical approaches must evolve to meet the needs of non-philological students,
ensuring they are motivated, engaged, and equipped for the challenges of the global
workforce.
REFERENCES:
1.
Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human
Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.
2.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University
Press.
3.
Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and
Literacy. Computers in Entertainment (CIE), 1(1), 20-20.
4.
Hockly, N. (2018). Gamification and Learning. ELT Journal, 72(1), 87-92.
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Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation: Best Practices for the
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