Conceptual and Psychometric Properties of a Foreign Language Learning Motivation Questionnaire (original) (raw)
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TESOL Journal, 2010
The main purpose of this research is to determine the extent of which motivation differentiates foreign language (FL) learners. The secondary purpose of this study is to compare motivation of Filipino FL learners using the Foreign Language Learning Motivation Questionnaire and to investigate whether age group, sex, FL being learned and length of studying of FL could influence differentiation in the motivation of FL learning among Filipino students. Thus, it was hypothesized that the variables included in this study could differentiate motivation of FL learners. The participants of this study were 150 students who had elected to study foreign languages from three universities in Metro Manila. Eighty of the participants are females (53.3%), while 70 are males (46.7%). Data were cross-sectional in nature with 26 learning Chinese (17.3%), 40 learning French (26.7%), 50 learning Japanese (33.3%) and 34 learning Spanish (22.7%). Results show that younger learners motivational orientation is towards cultural understanding, cultural integration and self-satisfaction. Females are more motivationally oriented than males towards communication and affiliation and self-efficacy. Japanese language learners are more motivationally oriented towards career and economic enhancement, French language learners towards affiliation with foreigners, and Spanish language learners towards self-efficacy. The study recommends some instructional and pedagogical strategies for teaching foreign languages.
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The primary purpose of this study is to find out the degree of which motivational orientation differentiates learners in a foreign language (FL) learning context, particularly in the Philippines. The secondary purpose of this study is to determine differences in the motivational orientation of Filipino FL learners using the Foreign Language Learning Motivation Questionnaire and to investigate variables such as age group, gender, FL being learned and length of study of FL could influence differentiation in the motivational orientation of FL learning among Filipino students. Accordingly, it was hypothesized that the variables included in this study could differentiate motivational orientation of FL learners. The participants of this study included 150 students who had elected to study FL from three major universities in Metro Manila. Eighty of the participants are females (53.3%), while 70 are males (46.7%). The data were cross- sectional in nature with 26 learning Chinese (17.3%), 40 learning French (26.7%), 50 learning Japanese (33.3%) and 34 learning Spanish (22.7%). Results revealed motivational differences between younger and older FL learners, between male and female learners, and among learners of different FL. Younger learners were found to be more motivated towards cultural understanding, cultural integration and self-satisfaction. Females are more motivationally oriented than males in communication and affiliation and self-efficacy. Japanese language learners are more motivationally oriented toward career and economic enhancement, French language learners towards affiliation with foreigners, and Spanish language learners towards self-efficacy. The study recommends some instructional and pedagogical strategies for teaching language subjects.
Construction and Validation of a Questionnaire on Language Learning Motivation
This article describes the steps and phases involved in constructing a questionnaire on the motivation to learn a second or foreign language (or L2 motivation). It evaluates psychometric properties of the instrument by performing exploratory and confirmatory factor analyses. Participants in this study were 194 students. The results of the exploratory factor analysis indicated that four dimensions formed the construct of L2 motivation, namely Instrumental orientation, Integrative orientation, Commitment and Effort. The findings from a subsequent confirmatory factor analysis validated the four-dimensional structure. The conclusions reached by this study as well as the steps and phases involved in the development of research instrument on L2 motivation could be informative for educators interested in issues related to language learning motivation and useful for future scholarly investigations of L2 motivation.
International Journal of Academic Research in Business and Social Sciences, 2019
Leaner's motivation and attitudes have great impact on the foreign language learning. The objective of this study was to determine the motivation and attitudes of the students towards learning foreign languages among Malaysian students in Sultan Idris Education University (UPSI). This study measured the attitudes through the motivation of students on the basis of Gardner's Socio-Educational Model (1985). In order to reveal the co-relation between motivation and attitudes of language learners and the foreign language learning, the study designs a set of questionnaire to investigate the student's learning attitude and motivation towards learning process of all the three languages involved (Spanish, German and Japanese). A total of 90 respondents involved in this study comprising of 30 Spanish, 30 German and 30 Japanese language students. Through discussion of the survey, the respondents have showed positive attitudes and motivation towards learning process of all the three languages. The study found out that the motivation of the students to attend foreign languages courses was influenced by the internal factors like preferences, interests and enjoyment in learning foreign languages. In addition, integrative and instrumental factors also influenced the attitudes of the students. The results show that some students are motivated intrinsically in that they learn foreign languages for the purpose of communicating with foreigners, or for an interest in European and Asian Culture, or even learning foreign languages to earn a new experience. Some
Electronic Journal of Foreign Language Teaching, 2018
Socio-educational Model, Self-Determination Theory, and, more recently, L2 Motivational Self System are arguably amongst the widely embraced theories of motivation in the field of foreign and second language learning. However, the relevance and validity of these theories across different sociocultural contexts and educational levels remain an open question, simply because motivation is context-specific. The present study seeks to fill this lacuna in research by exploring students' motivational orientations for learning English as a Foreign Language at a high school level within an Indonesian context. Fifty-one high school students were originally interviewed pertaining to the reasons why they had decided to learn English in the first place. Sixty-four orientations were identified during exhaustive interviews, but similar themes were subsequently merged resulting in fifty-four orientations. These fifty-four orientations were administered to 503 high school students. Following each orientation is a five-point Lickert scale (hereafter Lickert) of potential responses: very relevant, relevant, not sure, irrelevant, and not relevant at all. The results were subjected to a principal component analysis so that the underlying dimensions of students' motivational orientations for learning English in this particular context could be revealed. The principal component analysis resulted in the extraction of a five-component solution labelled as "ideal L2 self, ought-to L2 self and learning environment," "integrative orientation," "career orientation," "information access," and "self-confidence and intrinsic motivation" respectively. Implications of these findings on the theory of motivation in the realm of foreign/second language teaching and learning will be critically examined in this paper.
INFORMATION TECHNOLOGY IN INDUSTRY, 2021
This quantitative research study investigated the relationship between anxiety acquired through foreign language learning and learning motivation of Filipino students in Bataan Peninsula State University. Participants were identified through stratified random sampling. It adapted two sets of questionnaires: Foreign Language Classroom Anxiety Scale by Horwitz, et al. (1986) and Foreign Language Learning Motivation Questionnaire developed by Gonzales (2006). Results showed that anxiety and motivation have a significant relationship with each other. Higher level of learning motivations students set for themselves manifest higher chances for them to develop consciousness and anxiety over their academic performance. They see L2 learning essential in employment opportunities, effective communication, and exploring foreign culture. However, their sense of interest to the course is primarily driven by extrinsic motivations which are only influenced by external factors such as the need to ta...
A Cross-Cultural Study of the Motivation of Students Learning a Second Language
This study examined the underlying factor structure of the Motivation Orientation Scale (MOS), determining its degree of consistency across two distinct cultures and identifying variables affecting students' motivation in learning a second language. The study investigated how intention theory with its three motivation orientations, and Gardner's instrumental-integrative model, could cross different cultures in the area of second language learning. Participants were 584 college freshmen from three Taiwanese universities and students enrolled in Spanish classes at a rural Pennsylvania university. Taiwanese students completed the MOS for English as a Foreign Language (EFL), while U.S. students completed the MOS for Spanish as a Second Language (SSL). Results indicated that Taiwanese students had different motivation for learning EFL than did U.S. students learning SSL. The results suggest that the MOS should be revised in order to better fit respondents' cultural background...
Motivation in Foreign Language Learning among Malay Undergraduates in a Malaysian Public University
International Journal of Academic Research in Business and Social Sciences, 2021
This study investigated the motivational orientations of undergraduates in learning Mandarin as a foreign language in a Malaysian public university. The subjects were four hundred and twenty-three Malay undergraduates who enrolled in a level three Mandarin course. A 30-item five-point Likert scale questionnaire which integrated Gardner's socio-educational model and Dörnyei's framework of second language (L2) motivation was used to gather data on the respondents' integrative, instrumental and attitudinal motivations. Descriptive and inferential statistics were used to analyze the data. Results indicated that generally the students were highly motivated to learn Mandarin as a foreign language. They were both integratively and instrumentally motivated but were more oriented towards attitudinal motivation in learning Mandarin as a foreign language. Moreover, the students were more inclined towards the teacher-specific than the course-specific and group-specific sources of attitudinal motivation in learning Mandarin. These results offer useful practical instructional implications concerning the students' motivational orientations in the Mandarin language classroom.
Is There A Relationship Between Motivational Components in Foreign Language Learning?
International journal of academic research in business & social sciences, 2024
Motivation is the main determining factor to ensure successful achievement in foreign language acquisition. Ever since influential Canadian Psychologists, Gardner and Lambert introduced the term motivation in foreign and second language learning in 1959, numerous researchers investigated the nature of motivation, however, the area on relationships between motivational components is still understudied until now, especially in foreign language acquisition area. A random sampling of 131 participants from a public university in Malaysia responded to the survey. This quantitative study attempted to explore the relationships between motivational components, which have been identified as value components, expectancy components and affective components. Motivational scale by Pintrich & De Groot (1990) is used to compose the questionnaire, which examined the students' motives in learning foreign language. The learners answered four sections, consist of Demographic Profile, Value Components, Expectancy Components and Affective Components by using a 5-point Likert scale survey. Analysis by using SPSS has been done to discover results in the form of mean scores and correlations scores. The findings revealed that the three motivational components have strong relations with students' motivation. Additionally, the correlation analyses revealed interesting discoveries; Value and expectancy components showed favourable correlations, whereas there were negative correlations between expectancy and affective components and also between value and affective components. These findings are useful for teachers and curriculum writers since contribution of this study will clearly provide teachers and curriculum writers the foundation ideas to design and produce authentic lesson plans. The implementation of ideas from this study will
Foreign Language Motivation: Internal Structure and External Connections
1996
Thousands of adults enroll annually in private EFL courses in Egypt. What spurs these learners to exert the effort required and pay the fees in a country where access to public education is free at all levels? Our understanding of such issues is limited by the fact that most research on motivation has been conducted in second rather than foreign language learning contexts and in North American or European cultural settings. In the study reported here, a questionnaire was developed, based on current work on motivation in second and foreign language contexts and more general models from cognitive and educational psychology, and was administered to a sample of 1,554 adult learners at the Center for Adult and Continuing Education (CACE) at the American University in Cairo, with 1,464 questionnaires used for the analyses. Factor analysis and multidimensional scaling were used to identify the components of EFL motivation for this population. Results suggest that there are three basic dime...