Motivational Aspect of Student’s Language Learning Style in Differentiated Instruction of English for Specific Purposes




Differentiated ESP Instruction, Motivational Aspect, Language Learning style, IT Students


This study aims to research the opportunity of applying the motivational aspect of the language learning style in differentiated instruction of English for specific purposes (ESP) to information technology students (IT) through defining their intrinsic and extrinsic motivation; to determine the students’ levels of motivation; to compare motivation of the third- and fourth-year students, their desire to master the IT profession and study ESP; to define the factors which balance students’ motivation. A mixed research design was employed. The participants were 234 third-year students and 231 fourth-year students, mostly males, aged from 20 to 22 years who studied at technical university during 2017‒2019 academic years and volunteered to take part in the study. To collect the data, the questionnaires by Rean and Iakunіn “Studying the motives of students’ learning”, Ilina “Learning motivation at the university” and Dubovitskaya “Methodology for diagnosing the learning motivation orientation” were used. Although we revealed that students’ intrinsic motivation to study ESP and master the IT profession was stronger than extrinsic motivation, we also found that the dominance of intrinsic or extrinsic motives in students may depend on the situation and particular ESP activity. The support of students’ high level of motivation and development of students’ medium and low levels of motivation should rely on the factors which help to balance students’ motivation.

Author Biography

Sofiya Nikolaeva, Kyiv National Linguistic University

Doctor of Science, Professor, Head of Department of Foreign Languages Methodology Teaching and Information and Communication Technologies, Kyiv National Linguistic University


Altintasa, E., Karacac, Y., Moustafa, A., Haj M. E. (2020). Effect of Best Possible Self Intervention on Situational Motivation and Commitment in Academic Context. Learning and Motivation, 69(101599), 1-7.

Apter, M. J. (2001). Motivational styles in everyday life: A guide to reversal theory. American Psychological Association.

Chagovets, A., Chychuk, A., Bida, O., Kuchai, О., Salnyk, I., Poliakova, I. (2020). Formation of Motivation for Professional Communication among Future Specialists of Pedagogical Education. Revista Românească pentru Educaţie Multidimensională, 12(1), 20-38.

Bain, R. (2004). What the best college teachers do. Harvard University Press.

Derkach, T. (2018). Preferred Learning Styles of Students Majoring in Chemistry, Pharmacy, Technology and Design. Advanced Education, 9, 55-61.

Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.

Dörnyei, Z. (2005). The Psychology of the Language Learner Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates.

Dörnyei, Z. & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Pearson.

Dörnyei, Z. & Ryan, S. (2015). The Psychology of the language learner revisited. Routledge.

Dubovitskaia, T. D. (2002). Metodika Diagnostiki Napravlennosti Uchebnoi Motivatsii [Methodology for Diagnosing the Learning Motivation Orientation]. Psikhologicheskaia Nauka i Obrazovanie, 2, 42-45.

Girmus, R. L. (2011). How to Motivate Your Students. Workshop presented at New Mexico State University-Grants Round-Up Conference. Grants, NM.

Guild, P. B. & Garger, S. (1998). Marching to Different Drummers (2nd ed.). Association for Supervision and Curriculum Development.

Ilin, E. P. (2011). Motivaciya i motivy [Motivation and motives]. SPb: Piter.

Ilina, T. I. (2011). Metodika “Motivaciya obucheniya v vuze” [Questionnaire “Learning motivation at the university”]. In E. P. Ilin (Eds.) Motivaciya i motivy [Motivation and motives] (pp. 433-434). SPb: Piter.

İnce, M., & Akdemir, Ö. (2013). The investigations of using web 2.0 technologies on English writing skills of students with different learning styles. Egitim Arastirmalari – Eurasian Journal of Educational Research, 53/A, 93-106.

Oyserman, D., Destin, M., & Novin, S. (2015). The context-sensitive future self: Possible selves motivate in context, not otherwise. Self and Identity, 14(2), 173–188.

Özerem, A., & Akkoyunlu, B. (2015). Learning environments designed according to learning styles and its effects on mathematics achievement. Eurasian Journal of Educational Research, 61, 61-80.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.

Rean, A. A. & Iakunin, V. A. (2011). Metodika “Izuchenie motivov uchebnoy deyatelnosti studentov” [Questionnaire “Studying the motives of students’ learning”]. In E. P. Ilin (Eds.) Motivaciya i motivy [Motivation and motives] (pp. 434-437). SPb: Piter.

Saienko, N. (2017). Cognitive development of students in foreign language acquisition. Advanced Education, 7, 4-8.

Synekop, O. (2018). Cognitive Aspect of Learning Style in Differentiated ESP Instruction for the Future IT Specialists. Advanced Education, 10, 40-47.

Synekop, O. (2019). Differentiated Instruction of English Professional Communication to the Future IT Specialists: Types and Forms of Assessment. The Pedagogical Process: Theory and Practice, 1-2, 64-65. doi: 10.28925/2078-1687.2019.1-2.6069

Vygotskiy, L. S. (1935). Umstvennoe razvitie detej v processe obucheniya [Mental development of children in the learning process]. Gosudarstvennoe Uchebno-pedagogicheskoe Izdatelstvo.

Zeynali, S., Pishghadam, R., & Hosseini Fatemi, A. (2019). Identifying the motivational and demotivational factors influencing students’ academic achievements in language education. Learning and Motivation, 68, 101598. doi:10.1016/j.lmot.2019.101598




How to Cite

Nikolaeva, S., & Synekop, O. (2020). Motivational Aspect of Student’s Language Learning Style in Differentiated Instruction of English for Specific Purposes. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2), 169-182.

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now