Motivation matters: A case study of ESP teaching for a local Thai village working group ความสำคัญของแรงจูงใจ: กรณีศึกษาของการสอนภาษาอังกฤษ เพื่อวัตถุประสงค์เฉพาะให้กับคณะทำงานในชุมชน

Main Article Content

Manachai Inkaew


In order to explore an effective strategy of English for Specific Purposes (ESP) teaching and learning for a local village working group, this paper aims to shed light on motivations possessed and perceived by the middle-aged local villagers in taking a 32-hour English for Local Activity Presentation course and its consequent positive learning performance. In addition, this study investigates factors that constitute learners’ positive outcomes. The concurrent mixed-method study comprising of multiple instruments for collecting data was operationalized in this study. The findings suggest that learners’ significant motivation was a determined desire to use English benefiting their daily life and current work. The results of this study could be used as a guideline for creating an ESP teaching module and for further research.


Download data is not yet available.

Article Details

How to Cite
Inkaew, M. (2021). Motivation matters: A case study of ESP teaching for a local Thai village working group : ความสำคัญของแรงจูงใจ: กรณีศึกษาของการสอนภาษาอังกฤษ เพื่อวัตถุประสงค์เฉพาะให้กับคณะทำงานในชุมชน. Journal of Rattana Bundit University, 16(2), 54–73. Retrieved from
Research Article


Astaman, A. (2009). Motivating the reluctant language learner. Retrieved from

Brown, D. H. (2007). Principles of language learning and teaching (5th ed.). Pearson: Longman.

Canlas, S. L., Gaboten, M. P., Mansueto, L. C., Rebutiaco, D. P., Pamintuan, F. C., & Dulalas-Diongon, M. M. (2019). The student's perceptions on mandarin classes and their HSK (Chinese Proficiency Test) results. The Asian ESP Journal, 15(1.2), 34-56.

Cheng, W., & Mok, E. (2008). Discourse processes and products: Land surveyors in Hong Kong. English for Specific Purposes, 27, 57-73.

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.

Creswell, J. W. (2009). Research design. Thousand Oaks, CA: Sage.

Creswell, J. W., & Clark, V. L. P. (2009). Research design (2nd ed.). Thousand Oaks, CA: Sage.

Creswell, J. W., & Plano Clark, V.L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.

Douglas, D. (2013). ESP and assessment. In B. Paltridge & S. Strarfield (Eds.). The handbook of English for specific purposes (pp. 367-384). Boston: Wiley-Blackwell.

Feak, B. C. (2013). ESP and speaking. In B. Paltridge & S. Strarfield (Eds.). The handbook of English for specific purposes (pp. 35-54). Boston: Wiley-Blackwell.

Flowerdew, L. (2013). Needs analysis and curriculum development in ESP. In B. Paltridge & S. Strarfield (Eds.). The Handbook of English for specific purposes (pp. 335-346). Boston: Wiley-Blackwell.

Gardner R. C. (1985). The role of attitudes and motivation. London, Great Britain: Edward Arnold.

Gardner, R. C. (2006). Motivation and second language acquisition: The Socio-educational model. New York, NY: Peter Lang.

Gardner, R. C. 2010. Motivation and second language acquisition (2nd ed.). Vol. 10. New York: Peter Lang.

Handford, M., & Matous, P. (2011). Lexicogrammar in the international construction industry: A corpus-based case study of Japanese - Hong Kong On-site Interactions in English. English for Specific Purposes, 30, 87-100.

Hendricks, A.B. (1997). Predicting student success with the learning and study strategies inventory (LASSI). Retrieved from 3d8ac5dcec3b8e9&ie=/sdarticle.pdf

Hewstone, M., Fincham, F. D., & Jaspars, J. M. F. (1983). Attribution theory and research: Conceptual, developmental and social dimensions. London: Academic Press.

Masruddin. (2018). Designing appropriate English learning materials for Syariah economy and Syariah banking study program students at IAIN Palopo. The Asian ESP Journal, 14(4), 42-46.

Onwuegbuzie, A. J., & Johnson, R. B. (2006). The validity issue in mixed research. Research in the Schools, 13(1), 48-63.

Oxford, R. (1999). Variables, individual, in language learning: classroom implications. The Encyclopedia of Language and Linguistics, 9, 4896-4899.

Paltridge, B., & Starfield, S (2013). The handbook of English for specific purposes (Eds.). Boston: John Wiley & Sons.

Phongsirikul, M. (2017). A learner of the 20th century becoming a teacher of the 21st century: A perspective on the goals of ELT in Thailand. rEFLectons, 24, 81-94.

Rod, E. (1997). Second language acquisition. HK: Oxford University Press.

Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 137- 49. DOI:

Srisatidnarakul, B. (2007). Research methodology: Ways to Success (2nd ed.). Bangkok. U&I Intermedia.

Su, S. (2009). Designing and delivering an English for hospitality syllabus: A Taiwanese case study. RELC Journal, 40, 280-313.

Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Thousand Oaks, CA: Sage.

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573. DOI:

Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45 (2010), 28-36.

Zhu, Q. (2014). Motivation for a second or foreign language learning. SHS Web of Conferences. 6, 04004. DOI: