Формирование мотивации к изучению английского языка у студентов инженерных специальностей посредством проектной деятельности

Oksana L. Mokhova; Maria I. Kirikova; Tatiana A. Pavlishak; Natalia A. Kalashnikova

doi:10.25726/l9772-1424-2759-a

Authors

Oksana L. Mokhova https://orcid.org/0000-0003-1796-495X Russian University of Transport, 9 Obraztsova St., bldg. 9, Moscow, 127994
Maria I. Kirikova https://orcid.org/0009-0001-7674-6920 Moscow International University, 17 Leningradsky Ave., Moscow, 125040
Tatiana A. Pavlishak https://orcid.org/0000-0001-8547-2397 Russian State University for the Humanities, 6 Miusskaya Sq., Moscow, 125009
Natalia A. Kalashnikova https://orcid.org/0000-0001-9016-8556 Plekhanov Russian University of Economics, 36 Stremyanny per., Moscow, 115054

DOI: 10.25726/l9772-1424-2759-a EDN: EBHCTN

How to cite

GOST Mokhova O. L., Kirikova M. I., Pavlishak T. A., Kalashnikova N. A. Formation of motivation to learn English among engineering students through project activities // Education Management Review. 2025. Vol. 15. No. 10-1. P. 34-44. DOI: 10.25726/l9772-1424-2759-a

APA Mokhova, O. L., Kirikova, M. I., Pavlishak, T. A. & Kalashnikova, N. A. (2025). Formation of motivation to learn English among engineering students through project activities. Education Management Review, 15(10-1), 34-44. https://doi.org/10.25726/l9772-1424-2759-a

Abstract

The article addresses the problem of persistently low motivation among engineering students to study English and evaluates the effect of project-based activity as a tool for its formation and development in real instructional practice; the aim of the study is to experimentally test the impact of the project approach on the cognitive, emotional, and volitional components of motivation and on a composite motivation index. The study involved 124 second-year students in the programs «Software Engineering» and «Mechatronics and Robotics», randomly assigned to control and experimental groups of 62 each; the control group was taught using the traditional grammar-translation method, while the experimental group completed team projects in English covering the full cycle: analysis of foreign analogues, work with authentic documentation (Technical Specification, User Manual), creation of a product/prototype, and a public presentation. Motivation was assessed using an adapted questionnaire (based on the methods of T.I. Ilyina and A.A. Rean) evaluating cognitive, emotional, and volitional components on a 100-point scale; statistical processing included descriptive indicators and Student’s t-test (p ≤ 0.05). At baseline the groups were comparable; after the first semester the experimental group showed a significant increase across all components (especially the emotional), whereas the control group exhibited stagnation. After two semesters, the composite motivation index in the experimental group increased by 27.77 points to 73.50, with statistically significant differences across all components (largest gains: emotional +36.0; volitional +30.2; cognitive +17.1), while in the control group the dynamics were zero or negative. Additional correlation analysis showed a strong association between success in project-based activity and growth in motivation (r≈0.82), indicating the key role of experiencing professionally meaningful success. It is concluded that project-based activity is highly effective as a means of transforming extrinsic motivation into intrinsic motivation; integration of interdisciplinary projects into course syllabi, expansion of authentic content, and replication of the model in technical universities are recommended.

Keywords

motivation to learn a language project-based activity engineering specialties authentic materials learning motivation

References

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Formation of motivation to learn English among engineering students through project activities

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