An assessment of language learning motivation in Nigerian bilingual settings: A case study of Yoruba students
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Background of the Study
Language learning motivation is a critical determinant of academic success and bilingual proficiency. Among Yoruba students in Nigerian bilingual settings, motivation is influenced by cultural identity, family expectations, and perceived career opportunities. Motivated learners tend to exhibit higher engagement and resilience in acquiring both indigenous and global languages (Olatunde, 2023). In Yoruba communities, intrinsic factors—such as pride in cultural heritage—and extrinsic factors—such as economic incentives—drive language learning efforts. Schools and community programs that provide supportive learning environments further enhance student motivation by offering rich linguistic experiences and role models (Adesola, 2024). However, motivational challenges persist due to socio-economic disparities, inconsistent language instruction, and limited access to quality resources. This study investigates the levels of language learning motivation among Yoruba students, examining how motivational factors interact with bilingual education practices. It aims to uncover the underlying causes of motivation variability and propose interventions to bolster language learning enthusiasm and academic performance (Balogun, 2025).
Statement of the Problem
Despite the recognized importance of motivation in language learning, many Yoruba students in bilingual settings exhibit fluctuating levels of engagement, adversely affecting their bilingual proficiency. Factors such as limited resource availability, inconsistent instructional methods, and socio-economic challenges contribute to low motivation and suboptimal language acquisition outcomes (Olatunde, 2023). Educators report that the absence of targeted motivational strategies often results in disengagement, further widening the achievement gap. The lack of comprehensive research on motivational dynamics in Yoruba bilingual education settings prevents the formulation of effective interventions. This study aims to address these issues by assessing language learning motivation among Yoruba students and identifying factors that can be leveraged to enhance learning outcomes (Balogun, 2025).
Objectives of the Study:
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To assess the level of language learning motivation among Yoruba students.
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To identify intrinsic and extrinsic factors influencing motivation.
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To recommend strategies to improve motivational practices in bilingual education.
Research Questions:
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What are the key motivational factors affecting Yoruba students in bilingual settings?
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How does motivation impact bilingual proficiency?
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What interventions can enhance language learning motivation?
Significance of the Study
This study is significant as it sheds light on the motivational dimensions of language learning among Yoruba students, providing a framework for enhancing bilingual education outcomes. The insights gained will assist educators and policymakers in designing programs that foster intrinsic motivation and academic engagement, ultimately supporting improved language proficiency and cultural preservation (Olatunde, 2023; Balogun, 2025).
Scope and Limitations of the Study:
The study is limited to assessing language learning motivation among Yoruba students in selected Nigerian bilingual settings, excluding other demographic groups.
Definitions of Terms:
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Language Learning Motivation: The drive and enthusiasm to acquire new language skills.
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Bilingual Settings: Educational environments where two languages are taught.
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Yoruba Students: Learners belonging to the Yoruba ethnic group.
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