173
THE IMPACT OF FUN-BASED LEARNING APPROACH ON
ENHANCING ACADEMIC MOTIVATION OF TEENAGERS IN EFL
LEARNING
Viviana Monserrate Quiroz Giler
Maestría es en Pedagogía de los idiomas nacionales y extranjeros, mención Enseñanza de
inglés. Facultad de posgrado, Universidad Técnica de Manabí. Portoviejo, Ecuador
vquiroz4665@utm.edu.ec
https://orcid.org/0009-0000-2467-9466
María Piedad Rivadeneira Barreiro
Universidad Técnica de Manabí. Portoviejo, Ecuador
maria.rivadeneira@utm.edu.ec
https://orcid.org/0000-0002-5725-6248
Autor para correspondencia: vquiroz4665@utm.edu.ec
Recibido: 10/12/2024 Aceptado: 25/03/2025 Publicado: 07/07/2025
ABSTRACT
Since first attend to school until they complete their formal education, teenagers spend
more time in schools than in any other place outside their homes. Then, exploring
different methods, strategies as well as approaches which can be used by educational
institutions and teachers to enhance learners’ academic motivation has become a
critical educational matter. This current paper aim to analyze the impact of a relaxed
and fun environment on the academic motivation of teenagers in English as foreign
language learning. A longitudinal study was developed with learners at Cristo Rey School
at the Primary Educational Unit in which the academic motivation of learners was
examine and analyze, before and after the implementation of a fun-based learning
approach in English as foreign language lessons. A mixed research methodology was
applied with a random sample of 170 primary learners, age range from 6 to 10 years
old. The mathematical-statistical procedure assumed aided to gather, organize and
present dataset by means of table. It also included a hypothesis test to explore the
significant difference when comparing mean of academic motivation dimensions before
and after the implementation of fun-based learning approach. The results showed that
the fun-based learning approach implemented contributed to enhance learners’
academic motivation in English as foreign language learning.
KEYWORDS: English; fun learning approach; academic motivation.
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EL IMPACTO DEL ENFOQUE DE APRENDIZAJE BASADO EN LA
DIVERSION Y LA MOTIVACIÓN ACADÉMICA DE LOS
ADOLESCENTES EN EL APRENDIZAJE DEL INGLÉS COMO LENGUA
EXTRANJERA
RESUMEN
Desde que asisten a la escuela la primera vez hasta que completan su educación formal,
los adolescentes pasan más tiempo en la escuela que en cualquier otro lugar fuera de
casa. Es por ello que, el estudio de diferentes métodos, estrategias y enfoques
pedagógicos que puedan ser utilizados para fortalecer la motivación académica de los
estudiantes se ha convertido en un tema educacional importante. El presente articulo
tiene como objetivo analizar el impacto de un ambiente relajado y divertido en la
motivación académica de los adolescentes en el aprendizaje del inglés como lengua
extranjera. Se desarrolló un estudio longitudinal con estudiantes de la Primaria Básica
de la Unidad Educativa Cristo Rey en el cual se evaluó y analizó la motivación académica
de los estudiantes, antes y después de la utilización del enfoque de aprendizaje
divertido en las clases de inglés como lengua extranjera. Se aplicó una metodología de
investigación mixta con una muestra aleatoria de 170 estudiantes de primaria, con
edades comprendidas entre 6 y 10 años. El procedimiento matemático-estadístico
asumido ayudó a recoger, organizar y presentar la información por medio de tablas.
Dicho procedimiento incluyó una prueba de hipótesis para explorar si, la diferencia
entre los promedios de las dimensiones de la motivación académica antes y después de
la implementación del enfoque de aprendizaje divertido, es significativa. Los resultados
revelaron que el enfoque de aprendizaje divertido empleado, contribuyó a fortalecer la
motivación académica en el aprendizaje del inglés como lengua extranjera.
Palabras clave: inglés; aprendizaje basado en tareas; estrategia; escritura.
INTRODUCTION
Exploring different methods, strategies as well as approaches which can be used by
educational institutions and teachers to enhance learners’ academic motivation has
become a critical educational matter since the first-time learners go to school until they
finish schooling, teenagers spend more time in schools than in any other place outside
their homes. The referred matter is particularly important when dealing with English as
foreign language (EFL) also known as English as a second language (ESL).
Much research work has been developed and published regarding motivation and there
are several definitions of motivation from different perspectives and research fields,
175
such fields include psychology, sociology and education. In general terms, motivation
is defined as a process in which direct target activity is started and maintained which
include all factors determining the degree of willingness to participate in an activity
such as requests, desires, needs, impulses and interests. (Sivrikaya, 2019)
Coherent with this definition, persons who actively participate in an activity or process
are described as motivated while persons who do not have a motive or inspiration to
participate are described as motivated. According to Ryan and Decci (2020), motivation
should not be viewed from a unidimensional perspective. That is why these researchers
defined three types of motivation: intrinsic motivation, extrinsic motivation and
amotivation.
As said by the referred authors, intrinsically motivation is driven by the satisfaction of
individuals’ pleasure doing something. It referred of the fact that a person intrinsically
like and enjoy what is doing, whereas extrinsically motivated referred when a persons
do something for the outcomes. On the other hand, amotivation is generally observed
when persons feel they are not self-sufficient to accomplish the desired outcomes. A
motivated person acts as if the outcome depends on forces that are beyond persons’
control.
In educational researches, the term academic motivation is a more specific concept
which is used to refer learner' attitude towards academic activities. It is recognized as
a key factor for academic success. In this sense, academic motivation is defined as a
cognitive, behavioral and affecting factors to meet academic goals and is associated
with a range of academic measures. (Kotera et al., 2023)
Academic motivation is used for learners' motivation towards academic activities.
Regarding EFL, learners' academic motivation is particularly important and it has been
studied from different dimensions and perspective.
Seven dimensions can be assumed to measure learners’ motivation such dimensions
include: intrinsic motivation-to know (IMK), intrinsic motivation-toward
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accomplishment (IMA), intrinsic motivation-to experience stimulation (IMES), extrinsic
motivation-identified (EMID), extrinsic motivation-introjected (EMIN), extrinsic
motivation-external regulation (EMER) and amotivation (AM). (Vallerand et al., 1993)
Furthermore, several tools have been designed and validated to study learners’
academic motivation. Such tools include Academic Motivation Questionnaire (AMQs) and
Academic Motivation Scale (AMSs). (Vallerand et al., 1993; Algharaibeh, 2021; Koteran
et al., 2023)
This paper assumed the High School version of academic motivation scales (AMS-HS). It
consists of a 28 items questionnaire and seven dimensions: amotivation, three types of
extrinsic motivation (external, introjected and identified regulation) and three types of
intrinsic motivation (knowing, accomplishing and experiencing stimulation). The scale
has been disigned with five levels from 1 (the lowest level) to 5 (the highest level)
respectively.
The social conceptualization of education and learning has important implications for
the development of learners’ motivation. It is clear that the social organization of
classrooms and schools, as well as learners and teachers' interactions within and outside
the classroom, have major influences on learners' motivation.
Most researchers considered academic motivation of learners as a complex process
involving a rich range of factors. It involves numberless of affective, linguistic,
cognitive, and sociocultural factors. (Stover et al., 2012; Kotera et al., 2023)
Having said that, EFL teachers should explore different methods, strategies and
teaching approaches to motivate learners. In other words, approaches which contribute
to enhance learners’ academic motivation. Such contemporary approaches include
project-based learning, problem-based learning, context-based learning, content and
language integrating learning and game-based learning. However, the fun-based
learning (FBL) approach has gained popularity and research attention since the latest
of 20
th
century.
177
FBL approach is suitable for cognitive level of preschool learners’ but it has become a
demand for learning from learners of other educational levels. In fact, learners need
pleasure as a human being when leaning subjects matter knowledge. Learners who feel
happy and relax during learning would be able to quickly achieve learning outcomes,
particularly during EFL activities. (Bukit & Marcela, 2023)
Teenagers often seek to have some fun learning experiences in all subject lessons, but
they not always find it. Teaching EFL is not easy because learners got no motivation
when they cannot understand the teaching material, especially when teachers use
traditional teacher centered methods. However, FBL approaches could help them to
increase learners’ academic motivation. There are several examples of FBL activities
such as quizzed competitions, games, songs which could be used by teachers and
students with variety of benefit. (Irwansyah & Izzati, 2021)
The literature review showed different conceptions of FBL. It has been seen as a model,
an approach, and a strategy. For example, FBL is a holistic approach to education to
foster the passion for learning and its continuous development throughout life. FBL
approach has different benefits. It encourages collaborative learning through playing
activities. One of the most popular ways to implement FBL is by means of songs. (Bustam
et al., 2021)
Meanwhile, Wati and Yuniawatika (2020), considered that FBL is a model in learning
that supports the development of creative thinking and creates a pleasant learning
atmosphere. When students study in a fun atmosphere, motivation to learn is high. With
high learning motivation, achievement of learning outcomes can also improve. In
addition, a pleasant learning atmosphere can foster student creativity.
According to Bustam, Iswanto, Arqam, Juliani, and Khairi (2021), FBL is a strategy which
can be used to create an effective learning environment which improve learners'
achievements. FBL is also defined as fun learning activity which consists of casual
learning by playing, the use of music, social interaction among friends, treasure hunt
and various learners-centered activities. (Suraji et al., 2018)
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As FBL approach was introduced in pedagogical practices it has become a topic which
caught researchers’ attention in recent decades. Some research works suggest FLA is
appropriate for different educational level and subjects. (Suraji et al., 2018; Wati &
Yuniawatika, 2020; Bustam et al., 2021; Mundiri et al., 2022; Bukit & Marcela, 2023)
The literature review shows that English language teachers hold positive attitudes on
FBL approach such as game-based learning (GBL). In the same direction, the students
also have positive attitude towards FBL and GBL and considered these approaches as a
good way to improve EFL. The use of music, social interaction among friends, treasure
hunt, writing poems and short stories are the most preferred activities. Along with the
above-mentioned ideas, FBL has been stablished as an innovative approach which was
developed from the need of more use of learners-centered methods where learners are
involved in a relaxed and fun learning environment. (Ali & Mukhtar, 2017)
Based on preliminary research observations and the result of diagnostic assessment at
Cristo Rey School at the Primary Educational Unit, some limitations regarding learners’
academic motivations towards EFL learning were observed:
• Poor learners’ participation in EFL lessons.
• Learners consider EFL as a formal academic activity which will not help them to
get the high school diploma.
• Learners do not experience pleasure and satisfaction while learning EFL.
Consequently, this article deals with the problem on how a relaxed and fun environment
could improve academic motivation of teenagers in English as foreign language learning.
In addition, the objective of this research paper was to analyze the impact of FBL
approach on enhancing academic motivation of teenagers in EFL learning.
179
METHODOLOGY
The studied sample consisted of 170 primary-grade learners which ages ranged from 6
to 10 years old at Cristo Rey Educational Unit. The sample was randomly selected.
Taking into consideration the purpose of this research paper in which a longitudinal
study was designed, it was not necessary to select a control group. Furthermore,
researchers considered not to limit a fraction of learners’ population from the benefit
of using a new pedagogical approach as FBL. All participants of this study took EFL
courses in high school.
The academic motivation of learners was explored by means of the Academic Motivation
Scale (AMS-HS 28). The referred scale consists of 28 Items and seven dimensions:
amotivation (AM); intrinsic motivation-to know (IMK); intrinsic motivation-toward
accomplishment (IMA); intrinsic motivation-to experience stimulation (IMES); extrinsic
motivation-identified (EMID); extrinsic motivation-introjected (EMIN) and extrinsic
motivation-external regulation (EMER). (Vallerand et al., 1993)
Learners were asked to complete an Academic Motivation Questionnaire (AMQ) before
and after the implementation of FBL approach in EFL lessons. The 28 items
questionnaire used is shown in Table 1. Each dimension or type of academic motivation
was assessed with the aid of a seven-point Likert scale from 1 to 7.
Table 1. Academic motivation towards L2 learning Questionnaire.
Background: Dear student, using the scale below, indicate to what extent each of the
following items presently corresponds to one of the reasons why you learn English as
a Foreign Language, also known English as a Second Language (EFL/ESL/L2). You are
encouraged to be frank and honest in your responses.
Scale: Does not correspond at all (1), Corresponds a little (2), Corresponds a little (3),
Corresponds moderately (4), Corresponds a lot (5), Corresponds a lot (6) and
corresponds exactly (7).
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Why do you learn English as a second language (L2)?
1. Because I need at least a L2 in order to find a high-paying
job later on.
1
2
3
4
5
6
7
2. Because I experience pleasure and satisfaction while
learning L2.
1
2
3
4
5
6
7
3. Because I think that learning L2 will help me better
prepare for the career I have chosen.
1
2
3
4
5
6
7
4. Because I really like to learn L2.
1
2
3
4
5
6
7
5. Honestly, I don't know; I really feel that I am wasting my
time learning L2.
1
2
3
4
5
6
7
6. For the pleasure I experience while surpassing myself in
my L2 studies.
1
2
3
4
5
6
7
7. To prove to myself that I am capable of learning L2.
1
2
3
4
5
6
7
8. In order to obtain a more prestigious job later on.
1
2
3
4
5
6
7
9. For the pleasure I experience when I discover new things
never seen before.
1
2
3
4
5
6
7
10.Because eventually it will enable me to enter the job
market in a field that I like.
1
2
3
4
5
6
7
11.Because for me, learning L2 is fun.
1
2
3
4
5
6
7
12.I once had good reasons for learning L2; however, now I
wonder whether I should continue.
1
2
3
4
5
6
7
13.For the pleasure that I experience while I am surpassing
myself in one of my personal accomplishments learning
L2.
1
2
3
4
5
6
7
181
14.Because of the fact that when I succeed in learning L2, I
feel important.
1
2
3
4
5
6
7
15.Because I want to have "the good life" later on.
1
2
3
4
5
6
7
16.For the pleasure that I experience in broadening my
knowledge about subjects which appeal to me.
1
2
3
4
5
6
7
17.Because this will help me make a better choice regarding
my career orientation.
1
2
3
4
5
6
7
18.For the pleasure that I experience when I am taken by
discussions with interesting teachers.
1
2
3
4
5
6
7
19.I can't see why I learn L2 and frankly, I couldn't care less.
1
2
3
4
5
6
7
20.For the satisfaction I feel when I am in the process of
accomplishing difficult academic activities in L2.
1
2
3
4
5
6
7
21.To show myself that I am an intelligent person.
1
2
3
4
5
6
7
22.In order to have a better salary later on.
1
2
3
4
5
6
7
23.Because my L2 studies allow me to continue to learn
about many things that interest me.
1
2
3
4
5
6
7
24.Because I believe that learning L2 will improve my
competence as a worker.
1
2
3
4
5
6
7
25.For the "high" feeling that I experience while reading in
L2 about various interesting subjects.
1
2
3
4
5
6
7
26.I don't know; I can't understand what I am doing learning
L2.
1
2
3
4
5
6
7
27.Because learning L2 allows me to experience a personal
satisfaction in my quest for excellence in my studies.
1
2
3
4
5
6
7
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28.Because I want to show myself that I can succeed in my
L2 studies.
1
2
3
4
5
6
7
Source: Vallerand, et al. (1993).
The longitudinal study consists of an exploration of academic motivation in two specific
situations, before (pre-FBL approach) and after (post-FBL approach) with the purpose
of tracking academic motivation of learners towards EFL lessons. FBL activities such as
listen music, social interaction among friends, treasure hunt, writing poems and writing
short stories were implemented during EFL lessons for a period of six weeks.
A hypothesis test was used. A T-Test for two dependent means was chosen taking into
consideration that there were only seven pairs of means (less than 30). The means of
academic motivation dimensions were compared before and after FBL approach
implementation to observe if there was a significant difference between them. An
alternative hypothesis was assumed as , with as the null hypothesis. The
difference score calculations, as well as the values of and were calculated with the
aid of an online statistical calculator (www.socscistatistics.com).
RESULTS
As referred above, the main objective of this research paper was to analyze the impact
of FBL approach on enhancing academic motivation of teenagers in EFL learning. The
information was gathered by means of AMQ and processed with the aid of Microsoft
Office Excel 2019.
Learners’ academic motivation dimensions, means, Cronbach alpha coefficient and
mean difference are displayed in Table 2. Two particular situations, before and after
FBL approach implementation were considered which are identified as pre-FBL and post-
FBL approach. The results were measure in a period of six weeks in which FBL was
mostly used in EFL lessons.
183
Table 2. Means, standard deviations, Cronbach alpha.
Dimensions
Before FBL
After FBL
Mean
Difference
Mean
Cronbach α
Mean
Cronbach α
IMK
1,36
0,66
5,39
0,84
4,03
IMA
1,38
0,67
5,41
0,85
4,02
IMES
1,40
0,89
5,44
0,82
4,04
EMID
1,37
0,88
5,47
0,87
4,10
EMIN
1,33
0,77
5,45
0,86
4,12
EMER
1,43
0,82
5,43
0,82
4,00
AM
3,29
0,88
2,21
0,90
-1,08
Source: Authors
The mathematical-statistical procedure included a hypothesis tests. A T-Test was
assumed for two dependent means. There were less than 30 pairs of means (the seven
dimensions of academic motivation). The hypothesis test aided to compare and
determine if there is a significant difference of means values before and after FBL
application. An online T-Test calculator was used to process the information. The
statistical results of this hypothesis test are shown in Table 3.
Table 3. T-Test for two dependent means. Source: www.socscistatistics.com
Dimensions
Treatment 1
Treatment 2
Diff
(T2-T1)
Dev
(Diff-M)
Sq. Dev
Mean Before FBL
Mean After FBL
IMK
1,36
5,39
4
0,64
0,41
IMA
1,38
5,41
3
-0,36
0,13
IMES
1,40
5,44
4
0,64
0,41
184
EMID
1,37
5,47
3
-0,36
0,13
EMIN
1,33
5,45
4
0,64
0,41
EMER
1,43
5,43
4
0,64
0,41
AM
3,29
2,21
4
0,64
0,41
10
6,64
44,13
4
0,64
0,41
12
8,64
74,7
4
0,64
0,41
0
-3,36
11,27
-1
-4,36
18,98
-8
-11,36
128,98
M: 3,36
S: 281,21
Difference Score Calculations:
T-value calculation:
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The value of is . The value is . The result is significant at
DISCUSION
There was a mean increment in all dimensions of learners’ academic motivation after
the implementation of FBL approach. As shown in Table 2, the dimension (IMK)
experienced a mean increment from 1,36 to 5,39 (a difference of +4,03). Whereas, the
mean of dimension (AM) decreased from 3,29 to 2,21(a difference of -1,08).
The highest improvement was observed in dimension (EMIN) which experienced a change
in mean from 1,33 to 5,45 (an increment of +4,12) while the least improvement was
observed in dimension (EMER) which experienced a change in mean from 1,43 to 5,43
(an increment of +4,00).
Cronbach alpha was used to estimate the internal consistency of the AMS applied.
Cronbach’s coefficient ranged from 0.66 to 0.90 in all dimensions of academic
motivation dimensions which are consistent with (Vallerand, et al., 1993). This proved
that the results derived from this dataset had high reliability and consistency.
The value of was less than the significance level
. According to this
referred value, the null hypothesis is rejected. In other words, T-Test showed that there
is a significant difference in in terms of learners’ academic motivation between Pre-FBL
and Post-FBL means. It was observed that, the implementation of FBL approach
significatively enhance learners’ academic motivation towards EFL.
CONCLUSIONS
The study has shown a way to explore the effectiveness of FBL approach enhancing
learners’ academic motivation towards EFL lessons. The learners were exposed to
different activities which make the classroom context a relaxed and fun environment
and learners’ academic motivation was measured to track its improvements.
186
A comparison between the means values of learners' writing performance has revealed
that there was an increment in all academic motivation dimensions but amotivation of
primary learners at Cristo Rey School which participated in this longitudinal study. It
can be concluded that after FBL approach implementation, the learners experienced an
improvement in academic motivation toward EFL lessons.
The assumed hypothesis test proved and supported the alternative hypothesis (Ha: μ≠H).
Furthermore, there is a significant different between pre-FBL means and post-FBL
means in terms of academic motivation of primary learners towards EFL lessons at Cristo
Rey School which took part in the study. In other words, FBL approach enhanced
academic motivation of learners towards in EFL lessons. However, some other features
of EFL approach could be strengthened in future research such as the size of the sample
as well as the impact of cultural and social backgrounds on learners’ academic
motivation towards EFL.
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