Enhancing Year 5 ESL Pupils’ Intrinsic Motivation through Google Classroom-Supported ESL Lessons

An Action Research Study

Abstract

This study examined the use of Google Classroom-supported ESL lessons to enhance Year 5 pupils’ intrinsic motivation in learning English at a primary school in Pendang, Kedah. The study was conducted in response to concerns about pupils’ limited motivation and participation in English lessons, as well as the need for more structured use of digital learning platforms in primary ESL classrooms. Guided by Self-Determination Theory, the study focused on three dimensions of intrinsic motivation: interest and enjoyment, perceived competence, and pressure and tension. An action research design was employed with 30 Year 5 ESL pupils. Over four weeks, the pupils participated in Google Classroom-supported ESL lessons that included structured vocabulary tasks, interactive activities, and teacher feedback. Data were collected using selected subscales from the Intrinsic Motivation Inventory before and after the intervention. The data were analysed using descriptive statistics and the Wilcoxon signed-rank test. The findings showed a statistically significant but modest change in pupils’ intrinsic motivation after the intervention. These findings suggest that Google Classroom may support pupils’ motivation when it is used as part of guided, interactive, and teacher-supported ESL lessons rather than as a stand-alone digital platform. The study contributes classroom-based evidence on the use of Google Classroom in Malaysian primary ESL education and highlights the importance of structured digital activities in supporting pupils’ motivation to learn English.