Motivation Factors： Impact on Sales Commission Plan Employees in a Telecommunication Company in Malaysia

The purpose of this study is to uncover factors of motivation among account executives in a telecommunication company after the improvement of sales commission plan program in year 2014. Factors of motivation, such as monetary reward, recognition, affiliation, job security, and work environment that influence account executives motivation have been highlighted. Quantitative method was used in this study with the help of questionnaire data collection. The questionnaires were distributed among one of the telecommunication company account executives. The study found that there are significant differences in motivation level between gender, age, year of service, salary, and workplace of account executives. Monetary reward, job security, and work environment were found as the significant drivers to motivate account executives. The study also found that improvement on public recognition and affiliation factors failed to bring positive impact towards account executives motivation. Consistently, the findings can conclude that there is a relationship between account executives and sales commission plan that can lead to increase in motivation. Despite the positive result, the study can suggest the company to improve its bottom-line where sales commission plan program needs further revision in accordance with account executives factors of motivation.

Factors Influencing Academic Motivation among UOS Medical Students

Motivation has been found to play a major role in determining student performance in the academic process. The aim of this study is to identify the intrinsic ＆ extrinsic motivational factors among medical students in the University of Sharjah. A Cross Sectional Study was conducted among university students of medical colleges in the period between February 2011 and March 2011. A total of 452 students （337 females and 115 males） were selected using the Quota sampling method equally between each college. A self-administered questionnaire consisting of 13 demographic questions, an agreement scale of 32 questions about the motivational factors and an open ended question asking students about what the university can do to help motivate them were developed. The most common intrinsic factors chosen by students were grade expectation （94%）, interest in material （92%） and leading an honorable life （88%）. While on the other hand the most common extrinsic factors were upcoming exams （88%）, family expectations （88%） and praise （82%）. The most common factors were similar between all students regardless of their major, gender, or performance. However, differences were visible in other factors such as in high performing students; rewards scored a 71.4% while low performing students scored it at 50%. It also shows that females consider praise as an important factor （86%） on the contrary males gave it a 72%. While the most common intrinsic factors showed to be grades, interest in material and leading an honorable life, the most common extrinsic factors on the other hand were upcoming exams, family expectations and praise.

The Factors in L2 Learning Motivation and Their Pedagogical Implications in English Classroom

Motivation is a powerful affective variable in SLA （Second Language Acquisition）, and it has a great influence on L2 （Second Language） learning. L2 learning motivation is affected by language-related factors such as the culture, the community and the value of the L2 and of learning it, learner factors such as self-efficacy, causal attribution, goal orientation etc, and learning-situation-specific factors such as the teacher, the teaching method, the syllabus and so on. These factors have great pedagogical implications in English classroom.

Study on Motivational Factors in L2 Learning

This study is an intrinsic study of EFL motivation at the tertiary level by the use of a combination of quantitative and qualitative approaches. Three parts are involved in this study： 1） variables that constitute learners＇ motivation of EFL learning; 2） the relationships among motivational components; 3） the differences between high achievers and low achievers.

Chinese Vocational Students' Motivational Factors Pertaining to Gender within College English Curricula: a Study within a Southwestern Chinese Context

Predominant research within Chinese academic contexts focusing on students’ L2 motivational factors remain rooted inlarge-scale research that does not draw a distinction between students from different regional groups within Chinese higher educa-tion. This research seeks to focus specifically on a less-studied group within the Chinese College English curriculum: vocationalstudents—especially vocational students studying within an educational institution in the southwestern Chinese city of Chongqing.This small-scale survey(n = 129) was conducted in College English classes to determine if the motivational factors of vocationalstudents remained aligned or distinct from those of their peers across Chinese higher education. Subsequent analysis from the sur-vey findings have shown that while gender differences remain manifested and are aligned with established trends and assumptionspertaining to L2 motivational factors within this context, more research is required to delve into the reasons and rationale behindthe choices made by vocational students in southwestern China within this particular survey instrument.

Factors Affecting the Classroom Oral Participation of Teacher-learners

With quantitative method, this paper attempts to figure out in L2 motivation perspective the factors that affect the classroom oral participation of the teacher-learners in their further education. The findings obtained after a correlation study of the relationship between the learners＇ oral participation and the factors in the levels of language, learner and learning situation indicate that self-perceived competence and desire to communicate display greater correlation with participation. This paper also puts forwards some suggestions on how to improve learners＇ self-perceived competence and promote their desire to communicate in class.

Human Resource Management in Operational Level of Generation Y at Northern Region Industrial Estate Lamphun, Thailand

The generation Y is a growing group of young people among the general workforce, having different behaviors and motivators at work. To study effective motivating factors for this group of employees can even show some interesting factors of Y-generation employees＇ value, such as high value of manager flexibility and sharing similar values with the companies they work for. The primary aim of this study is to understand the relationship of Y-generation employee＇s work motivation between operational behaviors and work and organization interests. There are several companies with a number of young employees at Northern Region Industrial Estate Lamphun, Thailand. These companies obviously need to focus on the requirements of Y-generation employees. The study population consisted of Y-generation employees of Northern Region Industrial Estate, Lamphun in which 410 are selected by simple random sampling for the research. The questionnaires were analyzed using LISREL. Two types of data analysis have been performed which are descriptive and Structure Equation Model （SEM）. The research findings indicate that having behavior in the right direction should focus on motivation factors. Motivation to get work and organization interests should focus on hygiene factors. There is a correlation between the operational level of generation Y employees work motivation and their operational behaviors and work and organization interests. The relationship between them clearly is defined in fact finding for determining the human resource management policies.

The Video-Making Project： Why Students Love It？

It has been proven that ICT （information and communication technologies） affect the teaching and learning of a language, be it positive or negative. One of the examples of ICT that is used to enhance learners＇ creativity is the use of video. Although the use of ICT is encouraged in the learning and teaching of a language, it is still minimally applied in UMS （University Malaysia Sabah）, especially in the teaching and learning of a language. In this study, video-making is used as one of the assessments to measure learners＇ proficiency in the target language, which in this case, the Spanish Language. The video-making project was found to be able to improve learners＇ communication skills and knowledge building capabilities, as well as enhances learners＇ interest in the learning of the Spanish Language. It is found that intrinsic and extrinsic motivations, nature of the course, lecturers＇ positive support as well as students＇ positive determination to obtain good grades are among the factors contributing to the students＇ positive performance in the Spanish Language.

The Sustainable Development of Resource Environment and Economy

At first, this article gives the calculating formulas about the mutual-motive mechanism of the economy development and its resource, environmental influence. And then it gives out relevant ideas about the sustainable development＇s realizing means, motive force and economic model.

Why is English Learned in China？

English is widely taught and learned in China nowadays. Wherever you go, you may find English language is taught and learned as a compulsory course from the third year of primary school onwards from 2001. In addition, adults who have not had any education in English before are now encouraged to take up English lessons in formal teaching or take English courses in self-taught ways. Why English is so widely learned in China？ This research will help us to find the factors encouraging this phenomenon either from the historical background, or from our education policies and people＇s learning motivation.

A Research on How to Motivate Freshmen and Promote Their Autonomy in Learning English in Junior Middle Schools

This research intends to examine the potential factors that influence the motivation-intrinsic or extrinsic-of freshmen in junior middle schools,hoping to find some effective strategies to motivate them to learn and promote their autonomy in learning English.Data were collected from 204 students randomly selected from an experimental class by using closed-ended questionnaires.The qualitative results were derived from classroom observations and interviews with five primary school teachers and two junior middle school teachers.The findings provide evidence on the factors that might influence students’motivation;meanwhile,intrinsic motivation and autonomy can be boosted with the full-scale implementation of several effective motivational strategies.

ON THE CLASSIFICATION OF SPEECH ACT REFUSALS IN CHINESE:EVIDENCE AND MOTIVATING FACTORS

This paper examines the phenomenon of sociocultural transfer and its motivating factors within the realization patterns of speech act refusal by Chinese EFL learners. EFL refusal data were collected using a written data collection test (DCT), which was designed and then followed by semi-structured interviews. Using semantic formulas as units of analysis, EFL refusal responses were compared with similar data elicited from native speakers of English. The results show two areas in which sociocultural transfer is existent in EFL learners' speech: options of selecting semantic formulas and content of semantic formulas. Each was found to reflect cultural values transferred from Chinese to English. Furthermore, based on the interview data, it was found that learners' social system and political factors, traditional socio-psychological ideology and economy possibly motivate sociocultural transfer.