Motivation in Learning English Focusing on Speaking Skills of Students at State Pariyatti Sasana University in Mandalay of Myanmar

บทคัดย่อ

This research investigated the motivation and satisfaction in learning English speaking skills among B.A. third-year students at State Pariyatti Sasana University in Mandalay, Myanmar. The study aimed to examine motivational levels and identify the factors influencing students' satisfaction with their language learning experience. Utilizing a mixed-method design, the researcher gathered data through questionnaires and in-depth interviews with a sample of 60 students and 5 English teachers. Quantitative data were analyzed using frequency, percentage, mean, and standard deviation, while qualitative data underwent content analysis.

The findings revealed that students possessed a high level of motivation (= 3.93, S.D. = 1.09) toward learning English speaking. The highest mean score was recorded for classroom-related speaking activities (= 4.05), indicating that interactive and communicative environments significantly drive student engagement. While both integrative and instrumental motivations were high, instrumental motivation (=3.96) was slightly more dominant. Students primarily viewed English proficiency as a vital tool for their future careers, academic advancement, and the global dissemination of Buddhist teachings.

Additionally, the level of satisfaction with English instruction was high (=3.63). Satisfaction was largely driven by supportive teacher feedback, peer interaction, and the use of culturally relevant materials. The study concludes that motivation and satisfaction form a reciprocal cycle that enhances speaking competence. Recommendations include adopting learner-centered activities and integrating Buddhist-related topics into the curriculum to sustain interest and foster communicative confidence among future Buddhist scholars.