Types of Motivation in Iranian EFL learners toward English Language Learning

Mehdi Jowkar,Fatemeh Sadat Mirshamsi,Leily Nekuruh Motlagh

doi:10.17722/jell.v7i3.319

Abstract

This study aimed at investigating the types of motivation (integrative, instrumental, intrinsic and extrinsic) that Iranian students, studying English, have toward the learning of the English language. A modified27-item motivational survey adapted from Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) questionnaire was administered to 47 (male and female) who were studying English as their second language. The data was then recorded in SPSS computer software and later was calculated with the help of the descriptive data. The findings revealed that the students had high levels of integrative and instrumental motivation to learn English. Their integrative motivation was found slightly higher than their instrumental motivation. Contrary to intrinsic motivation, the learners demonstrated a relatively high extrinsic motivation. Following these findings, some pedagogical implications are discussed with their recommendations.

Highlights

IntroductionWhat is often picked out as one of the most significant factors in second language learning overall process is the learner’s motivation and their desire to learn that particular language
Second language (L2) learning is influenced by a bunch of factors
Motivation has a high effect on learner’s communication with foreigners, determining learning amount, in addition to developing the desired levels of language teaching such as reading, comprehension, speaking, and writing. They added that motivation has a direct effect on both quality and quantity of language learning

Summary

Introduction

What is often picked out as one of the most significant factors in second language learning overall process is the learner’s motivation and their desire to learn that particular language. Motivation has a high effect on learner’s communication with foreigners, determining learning amount, in addition to developing the desired levels of language teaching such as reading, comprehension, speaking, and writing. They added that motivation has a direct effect on both quality and quantity of language learning.

Objectives

Methods

Results

Conclusion