The Relationship Between Motivation and Perceived Parental Encouragement for Learning English as a Foreign Language with English Achievement of Grades 6 to 8 Students at St. John’s Private School, Pathein, Myanmar

Nant Marina, Suwattana Eamoraphan

Abstract


The purpose of the study was to determine the relationship between motivation and perceived parental encouragement for learning English as a foreign language with English achievement of Grades 6 to 8 students at St. John's Private School, Pathein, Myanmar. The study was quantitative study, and motivation questionnaire was used to collected data from 157 students in academic year 2018-2019 at St. John’s Private School, Pathein, Myanmar. For English achievement test, Grades 6 to 8 monthly test was used in this study. Means, standard deviations, and Pearson correlation coefficient were used to analyze the data. The findings showed that students’ motivation for learning English as a foreign language was interpreted as very high, and perceived parental encouragement for learning English as a foreign language was very high as well.

The final finding of this study showed that there was no significant between perceived parental encouragement and English achievement at Grades 6 to 8 students at St. John’s Private School, Pathein. Myanmar.


Keywords


Motivation; parental encouragement; English achievement; Socio- Educational model; Attitude/Motivation Test Battery (AMTB); St. John’s Private School

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