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 136/A Daw Hla Pan St. Inn Sein, Yangon, Myanmar.
  • Suwattana Eamoraphan Ph.D., Associate Professor, Dean, Graduate School of Human Sciences, Assumption University, Thailand.


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


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.


Bianco, J. L. (2016). Building a national language policy for Myanmar. University of Malborne. Retrieved from

Bindu, V., & Aruna, P. K. (2014). Relationship between parental encouragement and process skills in social studies. Journal of Humanities and Social Science, 1(9), 100-104.

Boivin, N. (2017, March 13). Mother tongues matter amid English-language push in Asia. Global Partnership for Education. Retrieved from

Bower, H., & Griffin, D. (2011). Can the Epstein model of parental involvement work in a high-minority, high-poverty elementary school? A case study. Professional School Counseling, 15(2), 77-87. Retrieved from

Burns, R. C. (1993). Parents and schools: From visitors to partners. NEA School Restructuring Series. Retrieved from

Chen, G. (2018, April 30). Parental involvement is key to student success. Public School Review. Retrieved from

Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press, New York. Deci Intrinsic Motivation and Self-Determination in Human Behavior 1985.

Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69. Retrieved from

Gardner, R. C & Lambert, W.E (1972). Attitudes and motivation in second - language learning. Rowley, MA: Newbury House.

Gardner, R. C. (1985a). The attitude/motivation test battery: Technical report. Western Ontario: Canada. Retrieved from

Gardner, R. C. (1985b). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.

Gardner, R. C. (1988). The socio educational model of second language learning: Assumptions, findings, and issues. Language Learning, 38(1), 101-126.

Lwin, T. (2011). Languages, identities, and education–in relation to Burma/Myanmar. Shan Herald Agency for News. Retrieved from

Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we've been, where we are, and where we need to go. Educational Psychology Review, 9(4), 371-409. Retrieved from

Makrami, B. H. (2010). Motivation and attitude of Saudi university's learners of English for specific purposes. University of Kansas. Retrieved from

Oxford (2018). Oxford online dictionary. (Accessed on 23 October 2018). Retrieved from