| dc.description.abstract | This study aims to find out the relationship between vocabulary learning
motivation and vocabulary knowledge of undergraduate EFL students majoring in the
English Education Department. The design of this study is a quantitative correlational
study. The data were collected through an online survey with two instruments, a
Vocabulary Learning Motivation Questionnaire adapted from Tanaka (2016) and the
Vocabulary Size Test (VST) by Nation and Beglar (2007) to measure students'
vocabulary knowledge. 207 students participated in this study. The data were analyzed
using Pearson Product-Moment Correlation in SPSS. The results of this study show
that amotivation has a significant negative relationship with vocabulary knowledge (r
= -0.560, p < .01), while other motivation dimensions (intrinsic motivation, identified
regulation, introjected regulation, and external regulation) show positive but not
significant correlations. These results indicate that students with lower amotivation
tend to have better vocabulary knowledge, while other types of motivation do not show
strong predictive power. Therefore, it is revealed that amotivation plays a crucial role
in vocabulary acquisition. Teachers or lecturers also have a role in reducing students'
amotivation by implementing engaging and effective vocabulary learning strategies to
enhance students’ vocabulary knowledge. | en_US |
