A Cross-sectional Study of Relationship between Attitudes toward Foreign Language Learning and Academic Motivation

Abstract

Abstract The current study examined the relationship between academic motivation and attitudes toward foreign language learning. A total of 102 prospective English teachers enrolled in an English as a foreign language (EFL) learning program from a state university in Ankara/Turkey participated in the study. Data were collected using Attitudes toward Foreign Language Learning (A-FLL; Vandewaetere & Desmet, 2009) and the Academic Motivation Scale (AMS; Vallerand et al., 1992 ). Results revealed reciprocal correlations between attitudes toward foreign language learning and academic motivation. Specifically, behavioral and affective/evaluative components of attitudes toward foreign language learning appeared as the strongest predictors of academic motivations. In addition, while cognitive and affective/evaluative components were both positively related with the perceived intrinsic and extrinsic motivation, behavioral component was negatively associated with amotivation. From these findings, it can be concluded that attitudes and academic motivation are interrelated in learning a second or foreign language (L2). Results are discussed with the intent of highlighting the importance of attitudes toward foreign language learning and academic motivation in enhanced L2 learning experience.