Background

Over the last few decades motivational theories have been developed steadily and used from people to increase the growth personal and corporate functions. The motivation of the pre – session English course is a function which everyone could develop and manage their own way. There are a number of theories with different meanings for everyone who want to increase steadily their personal results.

Especially for this research we try to found how much the pre - session English course have been motivating the pre- session international students. According to the theory of Abraham Maslow’s people search for these motivations in two categories, the first one is the Intrinsic force, which it is constituted from the inside forces, such as the knowledge, the future aims, or the needs to fix same personal functions that they have been made with the need of human communication between persons or in academic or in a social level. The second category is the extrinsic motivation, which is the outside force such as, the main social current, or the political and economical developments. However the family and the friendly environment are forces for the outside environment. Most of the times these forces has a common direction and of course if someone attend all these functions of motivation, he will see the reactions between intrinsic and extrinsic forces.

We tried to categorize intrinsic and extrinsic forces which have relation with the quality and the quantity of the motivation which the pre- session students used to increase their language skills. For this occasion, tutorial teaching or other methods of teaching such as the conversation class are the most essential motivation function. However, the motivation is a characteristic which have a personal use for every student.





Aims

The purpose of this research is to find out how much pre - session English course motivate international students to learn English.

The second aim of this research was to see the individual students that motivate themselves to make a progress with their language studies.

Finally we have been done this research to recognize if these motivates are intrinsic or extrinsic forces. Probably the sample of this research was so short but the collection data was very important academic information.

Method

It would be beneficial for the next pre – session English course to collect and analyze the factors of the motivations which can increase the effectiveness of the course. Also, we can find new ways to improve the communication, between teacher and student. In specific research we used the quantitative research to collect all the data which we need.
We determined the purpose of our research and then we organized the questionnaire. We have been chosen the quantitative research because we need to know how much the pre – session English course motivate the international students.

Data collection

for the data collection we used the questionnaires in sample of 34 students. Through the questionnaires we asked the opinion of the pre - session academic students about the importance of motivation in pre - session English course.


Findings Results

In the first question we asked the pre –session English students what is the most important motivation for them to learn English. 53% of the respondents believed that the inside force was more important for them that the outside force motivation. In contrast 47 % of the sample said that the outside force was more important for them to motivate.

When we asked the respondents how much do you feel that the teacher motivate you, the majority of the students (97%) said that the teacher motivates them very helpfully and only 3% they had different opinion for this function.

In the questions which we analyzed the activity of teachers, 25 of 34 pre -session English students answered that was more helpful for their progress to take feedback for the teacher than to participate in the conversation class. Generally most of the students (30 of 34) answered that the teachers in this course motivate them to do best work. In contrast, only a minimum percentage of the respondents had different opinion.

Furthermore when we asked how important is for the students to have multinational class mates, a very few respondents of this survey answered that it was not important for them o have multi - national classmates.

Finally there was an upward trend for the respondents who believed that it was more useful for them to read a book or a journal than to watch television. The number of the pre -session students who believed that is more important to watch television programs was 25 less than the students who believed that the book and the journal text has a better motivation.


Discussion

This survey wants to analyze all these functions which can do the pre-session English students to have a significant motivation to improve their English skills.

The respondents of this survey believe that the internal force is a better way to achieve the motivation. This could mean that those students have the needs to take feedback from the teacher and probably if they want to have a direct communication about their progress with teacher.

It is true that the majority of the pre-session students have the same opinion for the help that they get from their teacher for this course. This could be indicating that, this course maybe has a specific aim which the pre –session English students understand, and they want to have an effective corporation with the academic staff.

The minority of students believe that is not very important to have international classmates. Perhaps this means that those students had a basic problem with their English language and probably they had a problem to understand the rest of foreign students.

Finally, many students believed that it was more effective to read a book or a journal text. This could seem that the pre –sectional English students have seen better results of their language skills after they start reading books or journal topics.

Conclusion

Motivation was for thousands of years a very essential function which people used to motivate other people. In this research we focused to find how the pre-session English course motivates the international students and what kind of motivation the students needs. A very important finding was that the students were motivated much more from teacher than the outside force such as the family environment. This result suggests that the communication between pre - session English students and the academic staff were very strong.