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Abstract
Motivation is accepted as one of the key factors in promoting second language teaching and learning. The study is based on the Self Determination Theory (SDT) developed by Deci and Ryan who were greatly interested in both the quantity and the quality of motivation. They categorized motivation from the unmotivated to the motivated and in between there are many levels of motivation. This study investigated 230 trainee teachers' Academic Motivation (AM) to learn in English in terms of gender, nationality, ethnic group, specialization and years of study at the Faculty of Education in a Malaysian private university. The results revealed that participants were significantly different in their Academic motivation based on their specialization and the period they spent in the Faculty of Education. There were no significant differences based on gender or nationality. Significant differences were noticed among participants from different ethnic groups in Intrinsic Motivation. Building on the findings a better understanding of trainee teachers' cognitive abilities, attitudes about self and university, as well as their language skills would help in improving their Academic Motivation to learn English. Providing opportunities to learn English outside the classroom through English language clubs, journeys to English speaking countries, debates, drama, songs and free writing competitions can help motivate them away from traditional classroom activities. Furthermore, communication between faculty and home is important to better understand the factors that may affect trainee teachers' Academic motivation to learn English.
Highlights
Background of the Study “Malaysia is one of the most multiethnic and multilingual countries in Southeast Asia” (Choi, 2008, p.14)
The biggest group came from Diploma of Early Childhood Education (DECE) as there were 83 females and one male. 42 participants said that they have spent less than one year in the Faculty of Education (18.26%). 54 students said that they have been in the Faculty of Education for one year, 66 (28.69%) spent two years, 42 spent three years and 26 participants were in the Faculty of Education for more than three years
The results revealed that there was a significant difference between the scores of students who spent less than one year and year two participants in Intrinsic Motivation (p = 0.028)
Summary
Background of the Study “Malaysia is one of the most multiethnic and multilingual countries in Southeast Asia” (Choi, 2008, p.14). Ethnic languages are widely used in the country, English was the medium of education for most of private schools during the British rule. Bahasa Melayu (Malay language) was a compulsory subject for all schools but English remained as one of the essential languages used in the country. After four decades of replacing English by the national language, the importance of English was recognized as a tendency towards globalization was the main feature of the Malaysian Educational Policy during the last decade of the twentieth century. New concepts such as “development-oriented nationalism” and “knowledge economy” were introduced by the government to serve the new policy.
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