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STUDENT PROJECTS: MOTIVATION IN FOREIGN LANGUAGE ACQUISITION 

 

Venera ULKER 

Qafqaz University 

[e-mail] 

 

Motivation or, the lack of it is a major problem for most teachers of English as a Second Language (ESL) or as a 

Foreign Language. It is common knowledge that for second language learning to occur, a certain degree of motivation 

should be in place. Otherwise, all efforts to teach students to speak, write, and read simply go down the drain. William 

Littlewood explains that “motivation is the force that involves student into learning process, and determines whether a 

learner embarks on a task, how much energy he devotes to it, and how long he perseveres.” Nevertheless, students in EFL 

classroom unfortunately are very often there because they have to be, not because they want to be.  

In many language schools the learning material has to be accomplished within the frames of curriculum and progress 

plan. That complicates teacher’s work and leaves students frustrated and bored. Although they perform oral presentations, 

listen to taped passages, and practice language skills, task-based activities in the textbooks do not represent real life or elicit 

authentic communication. In other words, the course content is usually is not related to what the students really want to do. 

At this point, replacing or converting some of the activities in textbook to project task can be an alternative way to cover 

compulsory material and motivate students to take charge of their learning. 

The project-based learning originates from Pragmatism, the philosophical movement which appeared in the middle of 

the 19

th

 century and based on communicative approach, a language acquisition theory that promotes action and practical 

application of knowledge in everyday life. 

Various benefits of incorporating project work in second and foreign language settings have been suggested. It gives 

opportunities for students to develop their confidence, self-esteem, independence, to increase social, cooperative skills, and 

group cohesiveness. Another reported benefit is improved language skills. Because students are involved in purposeful 

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