Motivational Orientation Research Papers - Academia.edu (original) (raw)

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.

ABSTRACT 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.

- by Richard DLC Gonzales
- •
- Psychology, Language Assessment, Motivation, Foreign language learning

This paper investigates the conceptual and psychometric properties of an instrument that measures the foreign language motivation of Filipino learners. The results of this study suggest that there are six factors that compose the motivation orientation of Filipino learners. The factors identified in the questionnaire have the psychometric properties of internal consistency and construct validity. Some further validation, modifications and improvements are also suggested.

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.

Motivation holds a crucial place in language learning and teaching, either as a foreign language or as a second language, as in other parts of education. For this reason, language learning and teaching contexts may be enhanced in a positive way after searching underlying motives of language learners. Current study focused on the relationship between one-year preparatory class education (PCE) and motivation in a detailed way. The study investigated whether one-year PCE affects students' foreign language learning motivational orientations. The study followed a quantitative inquiry, and a cross-sectional approach was employed in collecting the data. A scale was implemented as data gathering instrument in the study. The scale was administered to 233 participants at a faculty of a public university in Turkey. The scale was adapted into our foreign language learning context appropriately. Translation and back translation techniques were used in the adaptation process in order to prevent semantic loss. The participants were chosen according to voluntary basis. The data collected from the participants were analyzed through Independent Samples T-Test via computer software to report the results descriptively. The results indicated that one-year intensive PCE did not affect students' foreign language learning motivational orientations in terms of gender while students' foreign language learning motivational orientations were affected from attending PCE education in general. Lastly, several pedagogical implications to enhance the efficiency of PCE in terms of students’ foreign language learning motivational orientations were discussed considering the results.

The relations and possible interaction of students’ motivational orientation and the quality of their inquiry in computer supported collaborative learning (CSCL) were examined. The study was performed among 10-year-old students (N=26) in a Finnish elementary school. At the beginning of the learning project, the students were administered similar self-report questionnaires to identify their motivational tendencies. In order to compare the students’ general motivational tendencies with their actual engagement, the lessons were videotaped for collecting data on the students’ learning and social interaction processes during CSILE (Computer Supported Intentional Learning Environment) work. Furthermore, CSILE students’ written work was analyzed to examine their practices of knowledge production and the epistemological nature of their inquiry. The study indicates that CSCL may facilitate the active participation of students who have a lot of difficulties in traditional school learning. In addition, regardless of their motivational orientation or school achievements, students tended to produce the same kind of descriptive, empirical, and factual knowledge. It seems that classroom culture and the nature of learning tasks significantly constrain each student’s practices of inquiry. Longitudinal process-data is needed in order to analyze possible changes in students’ motivational tendencies and knowledge-seeking inquiry.