[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591998-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591998-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","factors-influencing-task-based-learning-motivation-in-english-for-presentation-course-among-thai-undergraduates","Factors Influencing Task-Based Learning Motivation in English for Presentation Course among Thai Undergraduates","","Study investigates factors influencing learners’ motivation in task-based learning within an English for Presentation course in a Thai EFL context. Thirty Thai undergraduates enrolled in the course were purposively selected, and a minute paper prompted students to reflect on presented tasks involving independent, pair, and group work. Results show intrinsic motivation, English proficiency, task relevance, instructor support, and task variety as key factors, with intrinsic motivation most significant after considering all variables. Findings support stakeholders in designing strategies to raise motivation and foster positive attitudes toward English learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/factors-influencing-task-based-learning-motivation-in-english-for-presentation-course-among-thai-undergraduates/591998/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/factors-influencing-task-based-learning-motivation-in-english-for-presentation-course-among-thai-undergraduates/591998.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study on task-based learning motivation?","Question",{"text":63,"@type":64},"The study aims to investigate factors influencing motivation in task-based learning in the English for Presentation course.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were participants and data collected for the study?",{"text":68,"@type":64},"Thirty Thai undergraduate students were purposively selected, and students used a minute paper to write thoughts and feelings in response to presented tasks.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors were found to influence students’ motivation most, and what was the strongest one?",{"text":72,"@type":64},"Intrinsic motivation, English proficiency, task relevance, instructor support, and task variety influenced motivation; 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The purpose of this study was to investigate the factors influencing motivation in task-based learning in the English for Presentation course. Thirty undergraduate students who enrolled in the English for Presentation course in the second semester of the 2022 academic year at a university in Bangkok, Thailand, were purposively selected as the participants for the study. The research instrument was the minute paper that students were asked to write about their thoughts and feelings in response to the presented task, which required them to work independently, in pairs, and in groups. The study revealed that students' intrinsic motivation, English proficiency, task relevance, instructor support, and task variety were the factors that influenced their motivation in task-based learning in the English for Presentation course. The study found that the intrinsic motivation of the students was the most significant factor in the English for Presentation course after considering each factor. The findings of this study are valuable to all stakeholders in the learning and teaching process in order to create successful strategies, raise motivation, and promote positive attitudes about English learning and teaching in Thai context.  \nKeywords: task-based learning, motivation, English for presentation, factors, EFL  \nINTRODUCTION  \nOne of the most common English learning and teaching methods found in Thailand is the teachercentered approach. This method had led to several difficulties in the Thai EFL context, in which considered English as a foreign language (EFL) classroom since teachers served as the center of the learning and teaching process rather than the students (Chanaroke & Niemprapan, 2020) . The three problems in English language learning and teaching in Thai context that often come to light when using the teacher-centered approaches are as follows: Firstly, according to Noom-ura (2013), teachers generally employ a lecture-style approach to English teaching in Thai classrooms, with students supposed to be passive learners. As a result, students can feel disconnected, unmotivated, and shy about speaking English, and lack responsibility for the learning process. Secondly, individual rather than group work is emphasized in many Thai classrooms, indicating a limit to the possibilities for student interaction in English language learning process. This can have a negative impact on students'motivation and English learning outcomes since it limits students’ opportunity to practice English language skills and causes overwhelming anxiety (Bruner et al., 2015) . Thirdly, Teechayawong (2018) indicated another problem in the English language in Thai context that learner autonomy is generally undervalued, where students are instead expected to passively follow the teacher's directions. They may lose interest in their studies and be less likely to make an effort to improve their English language and performance. These three common problems are calling attention to the need for an alteration of the English language learning and teaching approach in the Thai context, from the teacher-centered approach towards a more student-centered approach, which is important for students'  \nCitation: Tiang-uan, A. (2024) . Factors influencing task-based learning motivation in English for presentation course among Thai undergraduates. Anatolian Journal of Education, 9(2), 55-64. [https://doi.org/10.29333/aje.2024.925a](https://doi.org/10.29333/aje.2024.925a)  \ninterests, needs, and skills. As well as the student-centered approach's","cbCaifa6o5hcbiWD","https://ap.wps.com/l/cbCaifa6o5hcbiWD","pdf",225026,"English","# Introduction\n## Teacher-centered approach issues in Thailand\n## Need for student-centered alternatives\n## Learning approaches related to engagement and motivation","[{\"question\":\"What is the main purpose of the study on task-based learning motivation?\",\"answer\":\"The study aims to investigate factors influencing motivation in task-based learning in the English for Presentation course.\"},{\"question\":\"How were participants and data collected for the study?\",\"answer\":\"Thirty Thai undergraduate students were purposively selected, and students used a minute paper to write thoughts and feelings in response to presented tasks.\"},{\"question\":\"Which factors were found to influence students’ motivation most, and what was the strongest one?\",\"answer\":\"Intrinsic motivation, English proficiency, task relevance, instructor support, and task variety influenced motivation; intrinsic motivation was the most significant factor.\"}]","Factors Influencing Task-Based Learning Motivation in English for Presentation Course among Thai Undergraduates | PDF",1792073645,25]