Abstract
Motivation, which refers to students’ reasons for acting, has been well explored in language learning. However, studies on motivation in language learning in many countries have been predominantly inspired by theories of motivation in learning English developed in western countries. The current study serves to: i) identify the motivational orientations of EFL university students in Indonesia; and ii) to investigate whether the west-inspired theories of motivation are still relevant to the Indonesian EFL students. The subjects of the current study were 886 university students. With alphas .70, .53, and .77 for three motivational orientations, the data were then analysed by running Exploratory Factor Analysis with the varimax rotation. The results showed the existence of three reasonable motivational orientations of the EFL students in Indonesia and they are labelled as extrinsic, international and intrinsic orientation.
Highlights
Motivation in Learning English as a Foreign Language The role of motivation in learning EFL has been well documented, but studies on motivational orientations of EFL learners in EFL settings are very rare
The emergence of the international orientation in the current study supports the finding of a study conducted by Kim and Kim (2016), which involved Korean high school students studying English as a foreign language
The data of their study, which were collected through a questionnaire and analysed through exploratory factor analysis, provides evidence that international posture is one of the nine motivational orientations in the Korean context
Summary
Motivation in Learning English as a Foreign Language The role of motivation in learning EFL has been well documented, but studies on motivational orientations of EFL learners in EFL settings are very rare. A similar study, which explored the role of motivation in learning the foreign language conducted by Tsuda and Nakata (2013) shows that different clusters of English learners in Japan exhibit different ways of using learning strategies. Classifying motivation in foreign/second language learning has been predominantly inspired by Gardner and Lambert (Dörnyei, 1994). Gardner and Lambert (1959, 1972) made a distinction between two kinds of motivation in second language acquisition theories: integrative motivation, and instrumental motivation. Instrumental motivation is deemed equal to extrinsic motivation in other studies
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