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Description
Although learners' motivation has been a longstanding area of study, it remains an enduring and pivotal subject of scholarly inquiry. As part of a larger research initiative, the current study aimed to examine EFL high school students’ motivation for learning English together with two other factors including self-management and social awareness. Additionally, potential correlations among these factors were also analyzed using bivariate Pearson Correlation analysis while Independent Samples t-Test was utilized to compare these elements between male and female students to identify any significant differences. Data were collected with the use of a questionnaire adapted from the CORE Districts Social Emotional Learning Survey and the English Language Learner Motivation Scale (ELLMS): Pre-College. The results of this research are intended to offer valuable insights for educators, researchers, policymakers, and other stakeholders, helping to inform and guide effective pedagogical strategies and interventions that address the specific needs of EFL students, ultimately enhancing their educational outcomes and overall learning experience.
Keywords: Self-management, social awareness, English learning motivation
