motivation

Inquiry approach
The scope of this inquiry includes answering questions related to the influence that motivation has on those learning a second language in middle school (Reeve, 2012). This article explains the relationship between motivation and engagment from the perspective of SDT (self-determination theory). It is a motivational theory that can help researchers and practitioners not only understand and enhance students’ motivations, but also understand and enhance motivation-induced engagement by applying SDT. The motivation of middle school students in the second language can adequately be addressed by applying self-determination theory. The theory that was developed in the 1980s by Edward L. Deci and Richard M. Ryan offers a framework that conceptualizes motivation on the interaction of people in the social environment like school (Ryan & Deci, 2017). Meanwhile, extrinsic motivation and intrinsic motivation are part of the inquiry. SDT explains intrinsic and extrinsic motivations outlining their influence on social and cognitive development. Extrinsic motivation comes from outside, unlike intrinsic that comes from within. When the teachers use extrinsic motivation, students would be in a position of benefiting from it in learning English in a shorter time possible.
In addition, identification of relevant literature that helps in the understanding of the role of motivation and its influence on the research is essential. Among the terms used includes middle school examination languages, the position of English in academics, extrusive and intrusive motivation, stakeholders in the motivation of second language learning in middle school, and future of the second language. The resources include peer reviewed article from the school library and online academic website on the topic, such as ERIC, Talyor & Francis onlie as well as Springer link. These assisted in the research process as I built literature to help in arguing the paper on second language motivation in middle school. The literature analysis was done by pointing out the main ideas that the authors conveyed. The main ideas are vital in understanding the entire works of literature and analyzing literary elements used in the literary works. These included the setting, tone, point of view, plot, and characters (Hao, 2016). These helped in the formulation of the themes for my paper. Thesis statements were also fundamental in the drafting of arguments for this work concerning the motivation of learning the second language.
There are various contrasts in this inquiry, like there are little researches that are directly relating to middle school students. I need to check the age of experimental target population to establish a persuasive argument about the area found. In addition, a couple of articles about motivational strategies have been published for a long time. Therefore, it is controversy about whether the strategies are suitable for the current middle school students.
Review of the Literature
motivation through teacher-support
The teacher as part of extrinsic motivation is relate to middle school students’ engagement in second language learning, which comes from teachers motivation strategies and positive teacher-student relationship (Vibulphol, 2016; Muñoz & Ramirez, 2015).
Teacher-student relationship: Henry and Thorsen (2018) stated that positive teacher-student relationship could influence students active engagement in second language learning. Interpersonal communication is an important factor in successful language learning in the classroom environment because positive relationships reflect a sense of security, students are more willing to participate in the second language learning in the trusted teacher-student relationship and classroom (Martin, & Dowson, 2009). For example, in the positive teacher-student relationship, teachers value and actively use the feedback of students in the teaching process, which make the students feel the respect and care from the teachers（Niemiec & Ryan, 2009). However, the quality of teacher-student relationship is closely related to the emotional experience of teachers in the teaching process (Hagenauer, Hascher & Volet, 2015). For example, because of students’ misbehaviour or lack of classroom discipline, teachers would feel stressful and burnout so that lead to the negative teacher-student relationship. In order to manage stress in the classroom, teachers need to be proactively attentive to students’ emotional, physical, and cognitive needs, including their verbal and nonverbal ways of communicating (Chang,2013). The further research stated that teachers’ autonomy support is an important factor in establishing positive teacher-student relationships so that it can enhance middle school students’ engagement in second language learning (shih,2008; Kiefer & Pennington, 2017). The number of times teachers use self-support in the teaching process is directly proportional to the degree of student participation.（Reeve, Jang, Carrell, Jeon & Barch, 2004）. Different from teacher-students relationship in traditional mode, in the positive teacher-student relationship, for students, teachers are not sole provider of knowledge, and as an extrinsic motivation factor, teachers through inner energy, passion as well as love for teaching promote students to engage in the second language learning instead of forcing students to learn by using controlled and compulsory language in the class. (Muñoz & Ramirez, 2015).
Teachers’ motivation strategies: Teachers can use extrinsic motivation strategies to improve students intrinsic motivation, which emphasizes the importance of teacher motivation strategies (Saeed & Zyngier, 2012). In the EFL context, the findings of the two studies revealed that teachers’ motivation strategies are effective in promoting students’ engagement (Cheng &Dörnyei, 2007; Dörnyei & Csizér, 1998), and in order to achieve adolescents’ optimal Experiences in academic settings, teachers use these strategies to create an environment that stimulates learners’ desire to learn ( Liu, 2012; Saeed & Zyngier, 2012). Students will be more motivated when they feel relaxed and relaxed in the classroom ( Alqahtani, 2016). However, the confidence is very important for learning language. Therefore, in the second language teaching, one of the teachers’ challenges is how to cultivate students’ self-confidence. In order to enhance students’ self- confidence, teachers could provide students with the support that need to succeed in learning. However, due to the special psychological characteristics of adolescence, middle school students hope to have more autonomy to choose other courses or elect courses according to their own abilities and interests ( Schweinle, Turner & Meyer, 2008). Guvenc (2015) believed that teachers teach a variety of learning strategies to help students design their own learning strategies is an important way to build self-confidence. Teachers should provide a supportive classroom environment with their basic needs for autonomy, competence and intimacy (Noels, 2013). In addition, Chung and Leung (2016) argued that the foreign language anxiety leads to negative language performance. It has a negative connection with perceived competence. Take Chinese middle school students as an example, foreign language anxiety of students is usually expressed in self-expression. Because of the limited English skills, students do not have language expression in second language class. However, the best way to alleviate this language anxiety is to design tasks within the student’s abilities and promote collaboration between students rather than competition. Liu (2012) stated that teachers need to find the right balance when they propose tasks so that the tasks are easy to understand, thus, teachers need to provide a way for students to balance the challenges and skills.

3.2 Relationship Between Parental Involvement and Student engagement
The study stated that parents play an important role in children’s educational process (Iwaniec, 2018). Parental involvement can play a role in regulating and controlling in student learning process. For example, in Ch