Herzberg’s Motivator-Hygiene theory has been used for decades to measure individuals’ motivations for reaching their jobs’ achievements in their workplaces. Nevertheless, very limited studies are found on the relations of Herzberg’s Two-factor theory with learning motivation in education setting. This study aimed to identify the correlations between motivator (satisfiers) factors and hygiene (dissatisfiers) factors by utilizing motivational scales by Pintrich & De Groot in language learning classrooms. This quantitative study delved into what motivates students to learn and it used a 5-point Likert-scale survey, which was adapted from Herbeg’s (1964) two-factor theory and correlated with motivational scale by Pintrich & De Groot (1990). The instruments consisted of 3 sections. Section A has 4 items on demographic profile. Section B has 12 items on satisfiers and section C has 12 items on dissatisfiers. A purposive sample of 140 participants from a public university in Malaysia responded to the survey. The findings disclose that the application of motivator and hygiene factors from Herzberg’s Two-Factor Theory is feasible in finding the students’ motivations in language learning. Teachers and Curriculum writers need to design course works, authentic lesson plans, meaningful classroom activities and relatable tests to motivate students in language classrooms.
Abdulkhamidova, F. (2021). Herzberg's Two-Factor Theory.https://www. researchgate.net/publication/352465259_Herzberg's_Two-Factor_Theory
Alrawahi, S., Sellgren, S. F., Altouby, S., Alwahaibi, N., & Brommels, M. (2020). The application of Herzberg's two-factor theory of motivation to job satisfaction in clinical laboratories in Omani hospitals. Heliyon, 6(9), e04829. https://doi.org/10.1016/j.heliyon.2020.e04829
Anam, S., & Stracke, E. (2019). The role of self?efficacy beliefs in learning English as a foreign language among young Indonesians. TESOL Journal. 11. https://doi.org/10.1002/tesj.440
Bassett-Jones, N., & Lloyd, G. (2005). Does Herzberg’s motivation theory have staying power? Journal of Management Development. 24 (10). 929 - 943. DOI:10.1108/02621710510627064
Bin Dayel, S., Al Diab, A., Abdelaziz, A., Farghaly, A., & Al Ansari, A. (2018). Validity of the motivated strategies for learning questionnaire in Saudi Arabia. International journal of medical education, 9, 309–315. https://doi.org/10.5116/ijme.5bec.81cf
Chu, D. H., & Kuo, T. (2015). Testing Herzberg ’ s Two-Factor Theory in Educational Settings in Taiwan. The Journal of Human Resource and Adult Learning, 11(1), 54-65.https://studylib.net/doc/18066059/testing-herzberg-s-two-factor-theory-in-educational-setti…
Costello, R., & Welch, S. A. (2014). A Qualitative Analysis of Faculty and Student Perceptions of Effective Online Class Communities Using Herzberg’s Motivator-Hygiene Factors. 15 (4). 15 - 23. https://eric.ed.gov/?id=EJ1144116
Christophel, D. M., & Gorham, J. (1995). A test?retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44(4), 292–306.
https://doi.org/10.1080/03634529509379020
DeShields, O. W., Kara, A., and Kaynak, E. (2005), "Determinants of business student satisfaction and retention in higher education: applying Herzberg's two?factor theory", International Journal of Educational Management, Vol. 19 No. 2, pp. 128-139. https://doi.org/10.1108/09513540510582426
Dornyei, Z. (2011). Teaching and Researching Motivation (C. N. Candlin & D. R. Hall, Eds.; 2nd ed.). Longman Pearson. https://methodnew.com/wp- content/uploads/2021/05/Zoltan_Dornyei_Ema_Ushioda_Teaching_and _Researching_Motivation.pdf (Original work published 2001)
Falout, J., & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher, 28(8), 3–9. JALT Publications. https://jalt- publications.org/tlt/articles/447-comparative-study-proficiency-and-learner- demotivation
Gardner, R. C., and Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House. https://www.researchgate. net/publication/288153221_Motivation_and_Attitudes_in_Second_Language_Learning
Goodman, S., Jaffer, T., and Schlechter, A. (2011) AN Investigation of the Relationship between Students’ Motivation and Academic Performance as Mediated by Effort. Vol South African Journal of Psychology, 41(3),
https://doi.org/10.1177/008124631104100311
Guo, W., and Bai, B. (2022) .Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools. Appl. Linguist. Rev. 13,117–139. https://doi.org/10.1515/applirev-2018-0085
Herzberg, F. (1964). The motivation-hygiene concept and problems of manpower. Personnel Administration, 27(1), 3–7.https://www.scirp.org/(S(i43dyn45teexjx455 qlt3d2q))/reference/ReferencesPapers.aspx?ReferenceID=1353982
Herzberg, F., Mausner, B., & Snydermann, B. (1959). The Motivation to Work. Wiley. ISBN 978-04-7137-389-6.
Jackson, S. L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) . Boston, USA:: Cengage Learning.
Katt, J. A., & Condly, S. J. (2009). A Preliminary Study of Classroom Motivators and De-motivators from a Motivation-hygiene Perspective. Communication Education. 58 (2). 213 - 234. https://doi.org/10.1080/03634520802511472
Kiwa, A. (2004). What “demotivates” language learners? : Qualitative Study on demotivational factors and learners’ reactions [Review of What “demotivates”language learners? : Qualitative Study on demotivational factors and learners’ reactions]. Toyo Gakuen University Institutional Respository, 12, 39–47. Toyo Gakuen University Institutional Respository. https://togaku.repo.nii.ac.jp/?action=pages_view_main&active_action=repository_view_main_item_detail&item_id=356&item_no=1&page_id=15&block_id=22
Lauermann, F., & Ten Hagen, I. (2021). Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational Psychologist, 56(4), 265-282.https://doi.org/10.1080/00461520.2021.1991355
Lo, L. Y. S., Lin, S. W., and Hsu, L. Y. (2016) Motivation for online impulse buying: A two-factor theory perspective. International Journal of Information Management, 36(5), 759-772, https://doi.org/10.1016/j.ijinfomgt.2016.04.012.
Matei, M. C., & Abrudan, M. M. (2016) Adapting Herzberg's Two Factor Theory to the Cultural Context of Romania, Procedia - Social and Behavioral Sciences, 221, 95-104, https://doi.org/10.1016/j.sbspro.2016.05.094.
Mese, E., & Sevilen, C. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11-22. https://files.eric.ed.gov/fulltext/EJ1286748.pdf
Misbah, N. H., Mohamad, M., Yunus, M., & Ya’acob, A. (2017). Identifying the Factors Contributing to Students’ Difficulties in the English Language Learning. Creative Education, 8, 1999-2008. https://doi.org/10.4236/ce.2017.813136
McCoach, D. B., & Flake, J. K. (2018). The role of motivation. In S.I. Pfeiffer, E., Shaunessy- Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 201– 213). American Psychological Association. https://doi.org/10.1037/ 0000038-013
Mori, S., and Gobel, P. (2021). Possible impact of overseas study on language ability and motivation to study English. Engl. Lang. Teach. 14, 32–38. doi: 10.5539/elt.v14n9p32
Noorollahi, N. (2021). On the Relationship between Iranian English Language Teaching Students' Self-Efficacy, Self-Esteem, and Their Academic Achievement. Language Teaching Research Quarterly, 21, 84-96. doi:10.32038/ltrq.2021.21.06
Pintrich, P. R., & De Groot E. V. (1990). Motivational and self-regulated learning Components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Pranawengtias, W. (2022). Undergraduate Students' motivation on English Language Learning at Universitas Teknokrat Indonesia. Jurnal of English Language Teaching and Learning, Vol, 3(2), 27-32. http://jim.teknokrat.ac.id/index.php/english-language-teaching/article/view/1956/656
Rahmat, N. H. (2018) Educational Psychology : A Tool for Language Research. PEOPLE: International Journal of Social Sciences, Vol 4(2), pp 655-668. http://dx.doi.org/10.20319/pijss.2018.42.655668
Sachau, D. A. (2016). Resurrecting the Motivation-Hygiene Theory: Herzberg and the Positive Psychology Movement. Human Resource Development Review. 6 (4). DOI:10.1108/02621710510627064
Sanjeev, M. A., & Surya, A. V. (2016). Two Factor Theory of Motivation and Satisfaction: An Empirical Verification. Ann. Data. Sci. 3, 155–173. https://doi.org/10.1007/s40745-016-0077-9
Sankaran, S., Sankaran, K., & Bui, T. (2023). Student satisfaction with R vs. Excel in Data Mining and Business Analystics: A Herzberg’s motivation - hygiene theory perspective. Decision Sciences Journal of Innovative Education.
https://doi.org/10.1111/dsji.12285
Shin, M. H. (2018). Effects of Project-Based Learning on Students' Motivation and Self-Efficacy.English Teaching, 73(1), 95-114.DOI: 10.15858/engtea.73.1.201803. 95
Sieberer-Nagler, K. (2016). Effective Classroom-Management & Positive Teaching. English Language Teaching. 9(1): 163. DOI: 10.5539/elt.v9n1p163.
Tai, K., & Zhao, Y. (2022). Success factors for English as a second language university students’ attainment in academic English language proficiency: exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0049
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155-164. https://doi.org/10.1016/j.compedu.2009.12.012
Xu, X. (2008). Influence of instrumental motivation on EFL learners in China and its implication on TEFL instructional design. Educational Communications and Technology Papers of the University of Saskatchewan. http://www.usask.ca/education/ coursework/802papers/xu/index.htm
Yang, H. (2022) Second Language Learners’ Competence of and Beliefs About Pragmatic Comprehension: Insights From the Chinese EFL Context. Front. Psychol. 12:801315.doi:10.3389/fpsyg.2021.801315
Yue, Z., Zhao, K., Meng, Y., Qian, X., & Wu, L. (2022). Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners. Frontiers in psychology, 13, 855592. https://doi.org/10.3389/fpsyg.2022.855592
