Attitude/Motivation Test Battery Research Articles

Nursing Students’ Attitude and Motivation towards Learning English Communication Skills at Nursing College, Lahore

English has become an international language and has been used in the whole world as a primary mode of communication. Unfortunately, English speaking has become a challenge for students and a hurdle in communicating with other nations. Objectives: To assess the motivation and attitude toward English learning among Bachelor of Science in Nursing (BSN) students at the Akhtar Saeed Medical College of Nursing. Methods: This current study employed a quantitative design. A questionnaire-based cross-sectional survey was conducted at Akhtar Saeed Medical College of Nursing, Lahore, Pakistan. Data were collected from a sample of sixty-six BS Nursing students out of a population of two hundred, selected using the convenience sampling technique. The research tool used for this study was adopted from Gardner’s Attitude/Motivation Test Battery (AMTB). An analysis of the gathered data was conducted using SPSS statistics IBM 26. Results: The findings showed nursing students as highly motivated. More than 80% of students know its importance in career advancement, Job opportunities, getting a Grade ‘A’, higher education, knowledge advancement, and going abroad. Half of the students showed a positive attitude. Few students showed negative attitudes due to the anxiety of making mistakes while speaking in front of others. Conclusions: It was concluded that after analyzing the results It is clear that although students are driven to study English, they are afraid to speak in front of others. Because of the small sample size, more studies on a larger sample and in other Pakistani educational institutions should be done in the future.

Attitudes, Motivation, and Beliefs of Online Foreign Language Learners Amidst the Pandemic

Covid-19 pandemic was an event which undeniably changed the paradigm of language learning. Online language learning has emerged as a significant catalyst, shedding light on distinctive attitudes, motivations, and beliefs among learners. The aim of the present study was to explore how learners articulated their attitudes, motivations, and beliefs in this context. To achieve these objectives, two hundred thirteen respondents participated in the study, completing modified versions of the AMTB (Attitude/Motivation Test Battery) and BALLI (Beliefs about Language Learning Inventory) questionnaires. In addition, eight online language learners were engaged in one-on-one interviews. Quantitative data were subjected to descriptive statistical analysis, while qualitative data were transcribed and examined using thematic analysis techniques as proposed by Auerbach & Silverstein (2003). Drawing upon the Complex Dynamic Theory by Larsen-Freeman (2017), the study's findings revealed that foreign language learning during the Covid-19 pandemic constitutes a complex dynamic construct that is profoundly influenced by learners' attitudes, motivations, and beliefs. These findings align with prior research, suggesting that learners generally have positive attitudes toward language learning and the target language community, and they exhibit a high level of motivation in their pursuit of online language acquisition.

Motivation and Attitude of the Law Enforcement Agency towards Learning English as a Foreign Language: A Study on Bangladesh Police Sub-Inspectors

This study explores the motivations and attitudes of Bangladesh Police Sub-Inspectors in Khulna towards learning English as a Foreign Language (EFL) using a mixed-methods approach and Attitude Motivation Test Battery (AMTB) theory. Surveying 75 officers and interviewing 10, the research shows officers are primarily motivated by practical benefits such as effective communication, job performance, and career advancement. However, concerns arise as officers’ express low confidence in current EFL proficiency and dissatisfaction with the curriculum. Moreover, the study emphasizes the need for tailored EFL programs to meet the unique needs of the police force and highlights the crucial role of social factors in enhancing motivation. Despite positive motivation for EFL learning, a gap in confidence suggests a need for program improvement. Therefore, recognition of English proficiency aligns with competence-focused motivations and challenges assumptions about officers’ attitudes. Identified barriers include officers’ lack of confidence in current English skills and limited self-directed learning engagement, prompting advocacy for practical solutions. In addition, the abstract prioritizes practical benefits, motivations, and concerns of Bangladesh Police Sub-Inspectors in Khulna regarding EFL learning. It underscores the significance of tailored language programs and leveraging social factors for enhanced motivation, contributing to the literature on EFL learning in law enforcement, with implications for policy and practice in effective communication and policing within diverse contexts.

The effect of motivation on self-efficacy of English department students with mediational effects of learning styles and learning strategies

This study aims to investigate the effect of motivation on self-efficacy among English department students with the mediating roles of learning styles and learning strategies. A 5-point Likert scale questionnaire has been adopted from the Attitude/Motivation Test Battery (AMTB), the Strategy Inventory for Language Learning (SILL) Version 7.0, the Perceptual Learning Style Preference Questionnaire (PLSPQ) and the Academic Self-Efficacy Scales were employed, and 109 students(N=109) took part in the current study. The sampling procedure adopted is voluntary sampling. The questionnaire showed excellent alpha Cronbach's reliability and KMO validity. The regression and mediation analysis conducted on the collected data show a statistically significant positive impact of motivation on self-efficacy through a meditation of learning styles and learning strategies. Therefore, it is highly recommended for students, teachers, and administrators to focus on motivation to increase self-efficacy.

MOTIVATION IN LEARNING ENGLISH AS A SECOND LANGUAGE AMONG DIPLOMA STUDENTS IN MALAYSIA

Abstract: The learning of English as a second language in students is mostly influenced by motivation. English is a common language among students nowadays, especially in social situations. As English has became a crucial ability to acquire, students must learn it at the university level. The objective of the study is to investigate the motivation in learning English among diploma students at Universiti Teknologi Mara (UiTM). This quantitative study was done to see if students were more motivated to learn English for intrinsic or extrinsic reasons. Participants in this study included a sample of 40 students enrolled in English for Integrated Skills I and II during the second semester of the academic year 2022/2023. The instrument for this study was created using the Gardner's Attitude/Motivation Test Battery (AMTB) Likert scale format, which consisted of five-point Likert scale with sixteen items. The data was analysed using Statistical Package for the Social Science (SPSS) version 27 as well as descriptive analysis of the mean, standard deviation, and ANOVA. According to the findings, extrinsic motivation levels were greater than intrinsic motivation levels. Extrinsic motivation had an overall score of 3.74, while intrinsic motivation received a score of 3.72. It demonstrated that the majority of students were motivated to study English for external reasons. However, the difference was only 0.02. Based on finding in ANOVA, the significant difference was at (p<0.05) which concluded that entrinsic and intrinsic motivations were closely intertwined. This finding demonstrated that both intrinsic and extrinsic drive were strong among students. Keywords: Intrinsic Motivation, Extrinsic motivation, ESL, AMTB

Academic achievement, creativity, multiple intelligences, and motivation in Iranian medical students

Exploring the relationship between academic achievement, creativity, multiple intelligences, and motivation among Iranian medical students can provide valuable insights into their educational experiences and inform the development of effective strategies to enhance learning outcomes. This study investigated the relationship among Iranian medical students through a correlational-descriptive design. Participants included all 200 BA-level students of Islamic Azad University, Iran. The Attitude/Motivation Test Battery (AMTB) in Persian, the Torrance Creative Thinking Test (TCTT) in Persian, and Gardner's Multiple Intelligences Questionnaire in Persian were used to collect data. The university archived their grade point averages (GPAs) to determine students' academic progress. The Kolmogorov-Smirnov Goodness-of-Fit Test, descriptive statistics, Pearson product-moment correlation tests, and independent samples t-tests were used to examine the acquired data. The data analysis revealed a significant correlation between Iranian EFL learners' creativity, multiple intelligences, motivation, and academic success; creative learners outperformed non-creative learners in terms of academic achievement; extrinsic learners outperformed intrinsic learners in terms of academic achievement; the highest academic achievement was associated with the interpersonal intelligence profile, while the lowest academic achievement was associated with the intrinsic intelligence profile. The findings may provide insight to stakeholders in the field, such as curriculum planners, tutors, and policymakers, regarding the relationship between creativity, multiple intelligences, motivation, and academic achievement, as well as the importance of factoring this relationship into ELT program design.

Motivation in learning english as foreign language: How Do santri view them?

This study aimed to students' integrative and instrumental orientations and focuses on knowing the motivation of santri in learning foreign languages at LPBA Nurul Jadid. This study used descriptive qualitative method. The writers used questionnaire and interview as instruments to collect the data. The writers adapted the questionnaire from Gardner’s Attitude, Motivation Test Battery (AMTB) with the integrative and instrumental Scales. The respondents of this study were elementary, intermediate and Advanced level of Lpba nurul jadid student. There were all 90 students. The findings describe that the questionnaire results reveal a consistent trend of disagreement among participants regarding integrative motivation. In contrast, instrumental motivation receives a predominantly positive response. Interviews with representative santris provide additional depth to the findings. The recognition of English as a global language and its practical utility emerges as a significant driving force. Santris express a preference for interactive and enjoyable learning methods, such as games, highlighting the importance of engaging instructional approaches. The results of this study concluded that while challenges exist, the positive reception of instrumental motivation suggests opportunities for educators to leverage practical and utility-focused approaches in English language instruction.

Exploring instrumental and integrative motivation in ESL learners of primary schools in Abu Dhabi, UAE

ESL learners are often motivated to learn English as a second language either through integrative or instrumental motivation. The purpose of this paper was to explore the type of motivation (instrumental or integrative) that impacted English language learning as well as the factors that impacted learners’ motivation. The qualitative method was adopted to conduct this research at a private school in Abu Dhabi in the United Arab Emirates. Data were collected via semi-structured interviews with 12 students aged eight to 10 years old backed up by naturalistic observations. The questions of the interviews used Gardner’s Attitude/Motivation Test Battery (AMTB). SPSS software was used to analyze the collected data. The main findings showed that students were highly motivated to learn English as a second language. Students’ sense of responsibility and student-teacher relationships played the most crucial role in impacting students’ motivation. The study identified its limitations and implications for future research and recommended to study the effect of technology integration on the level of motivation.

PUBLIC SPEAKING ANXIETY AMONG JORDANIAN EFL LEARNERS OF ENGLISH

ABSTRACT The current study seeks to determine the association between attitude and public speaking anxiety in the context of learning English by using a correlational research approach. A non-probability sampling approach was utilised to recruit the participants. Among four government universities in Malaysia, 191 Jordanian postgraduate students (PhD candidates) were chosen. The following two surveys were used to gather the data: (a) Foreign Language Classroom Anxiety Scale (FLCAS); and (b) Attitude/Motivation Test Battery (AMTB). A correlational analysis was performed using Smart PLS 3.0 to test the hypotheses. The results show that attitude is substantially associated with English public speaking anxiety. It appears that among PhD students in Jordan, there is a strong negative association between attitude and public speaking anxiety in English. The findings have potential implications on language motivation and classroom instruction in foreign language settings.

The Correlation Between English Learners’ Motivation and Speaking Achievement

This research aims to determine the correlation between English learners’ motivation and speaking achievement due to the lack of student motivation, particularly in speaking skills that affect the speaking score. The samples of this study were 19 students taken from the second semester of the English Department at the Muslim University of Maros. The method used was mixed methods with correlational technique. Quantitative data was collected by distributing questionnaires to students using Gardner's Attitude/Motivation Test Battery (AMTB) indicators and the speaking scores taken from the speaking lecturer. Then, qualitative data was collected through semi-structured interviews. In analyzing quantitative data, questionnaires assessed by Likert Scale and speaking scores were analyzed using SPSS, while the qualitative data used Miles and Huberman analysis. The quantitative data results indicate a correlation between the motivation of English learners and speaking achievement, with a score of 0.672. It is considered that the higher the motivation in learning speaking, the better the speaking achievement the students achieve. Students with high motivation will try to follow the learning process intensively compared to those with less motivation. Furthermore, students' extrinsic and intrinsic motivation were analyzed by looking at the AMTB’s Gardner and the results of the interview as well. The data results indicated that students show extrinsic motivation more than intrinsic motivation in their speaking achievement.

Language Learning Motivations among Turkish Learners of Chinese as a Foreign Language: A Survey of Five Universities in Turkey.

Research on language learning motivations has been extensive. However, research on learners' motivations for learning Chinese has been underexplored compared to that for learning English. The current study aimed to investigate the motivations among 256 Turkish learners of Chinese as foreign language (CFL) who studied at five universities in Turkey. Participants completed an adapted questionnaire based on Gardner's Attitude/Motivation Test Battery (AMTB). A series of statistical analysis revealed three major findings. First, integrativeness, attitudes towards learning situation and attitudes towards learning Chinese were identified as the three most important motivational variables, followed by instrumentality, and parental encouragement. Language anxiety and passive motivation seemed to play a weaker role in Turkish CFL learners' motivations for learning Chinese at the tertiary level. Second, the results also show that females exhibited higher motivation to learn the target language compared to their male peers. Third, the choice of major among CFL learners appeared to influence their language learning motivations, with a notable distinction between Chinese majors and non-Chinese majors in five motivational variables: integrativeness attitudes towards the learning situation, language anxiety, parental encouragement, and passive motivation.

Role of Motivation in English Language Learning: An Evaluation of the Correlation Between Student Motivation and Proficiency in English

This study investigates the relationship between student motivation and English language proficiency among high school students. Drawing upon seminal and contemporary models of motivation, including Gardner's Socio-Educational Model, Dörnyei’s Process-Oriented Model and L2 Motivational Self System, as well as the Dynamic Systems Theory, this study underscores the role of motivation in language learning. A total of 450 students aged 16 to 18 completed a modified version of the Attitude/Motivation Test Battery (AMTB) and their English proficiency was assessed using the Test of English as a Foreign Language (TOEFL). The results indicated a strong positive correlation between motivation and English proficiency (r = .68, p < .001), substantiating the claim that high levels of motivation can contribute to improved language proficiency. This study reinforces the importance of fostering motivation in English language teaching and offers valuable insights for educators and researchers in the context of a rapidly evolving language learning landscape.

Online Learning Readiness, Motivation, and English Learning Achievement in Higher Education

The present study aimed at investigating the correlations between online learning readiness (OLR) and motivation (M) toward English learning achievement (ELA). The study employed a correlational design by gathering quantitative data from 35 first-semester students at the English Education Department at a public university in Indonesia. The data were collected by distributing the OLR questionnaire, which was adapted from the Online Learning Readiness Scale (OLRS) developed by Hung et al. (2010), administering a motivation questionnaire adapted from Gardner’s (2004) Attitude/Motivation Test Battery (AMTB), and documenting the students’ midterm test scores, which represented their ELA. The researchers used Pearson product-moment correlation reliability to identify how well the test items correlated with the other variables. The data were then analyzed using SPSS 23 version. The result shows that the students exhibited OLR in “ready” level and “very high” motivation level to learn at the time of the research implementation. Both OLR and motivation had positive correlations with students’ ELA. OLR was strongly correlated to ELA with r=0.647 (sig.=0.000). Meanwhile, motivation had a lower Pearson correlation score (r=0.497, sig.=0.002) that showed a moderate correlation toward ELA. Hence, OLR contributed more to ELA than motivation.

The Influence of Extralinguistic Factor on Bahasa Melayu Achievement among Chinese Learners in Sekolah Jenis Kebangsaan Cina (SJKC) Chung Hwa, Besut, Terengganu

The research that the researcher intends to perform in extralinguistic study is by looking at the achievement of Malay language (BM) in Chinese school (SJKC) has been conducted in many researchers. However, the study of the most dominant factor of motivational, whether intrinsic or extrinsic that affects the achievement of BM among Chinese students in SJKC is still lacking. In this regard, this study outlines the extralinguistic factors in the achievement of BM among Chinese students at SJKC Chung Hwa, Besut, Terengganu. The purpose of this study is to identify the extralinguistic factors that are the most dominant motivation, whether intrinsic motivation or extrinsic motivation that affects the achievement of BM Chinese students. The theory used is Gardner's Theory (2005) which explains that the ability and motivation are two important factors that are related to the excellent achievement of the second language in the school. This research uses the Attitude Motivation Test Battery (AMTB) questionnaire by Gardner 2005 which has been adapted to the objectives of this study. Data analysis is done qualitatively and quantitatively. Qualitative is through observation in the classroom and interviews with teachers that teach BM. Quantitative result is use to find percentage of data obtained through the questionnaire filled by respondents. This study was conducted on primary schools in Jerteh city. Respondents of the study are 40 students of 9 years olds from SJKC Chung Hwa. The findings showed that respondents were more motivated to be extrinsic than intrinsic motivation. Extrinsic motivation is an instrumental factor such as expecting rewards in the form of gifts, praise, grading and so on that has caused respondents to be interested in mastering BM as second language. The results of the study are expected to provide a comprehensive picture of the importance of motivation towards the mastery of the BM especially for non-Malay students to better understand and love BM as their second language and to make teaching and learning more fun and innovative.

Journal of Research, Policy & Practice of Teachers & Teacher Education

The shift from face-to-face to distance learning has challenged English Language teaching and learning. The present study aims to determine the ESL students’ affective filter level and the varied language learning strategies they employed to aid their learning in English online classes. The descriptive-quantitative research design was employed in this study since it used the mean percentage and the mode of the data gathered. The researchers employed a total remuneration sampling technique to select 48 respondents of the study and utilized two research instruments: Modified Attitude Motivation Test Battery (AMTB) and Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0. As a result, it was found that ESL students have a low affective filter in English online classes. However, students were able to come up with their language learning strategies as ways of enhancing their language competence. Therefore, teachers may provide suitable learning activities in online classes, and students need to enhance their usage of language learning strategies to facilitate their learning. Parents may also support and encourage their children's goals to learn the English language.

Cultura local y aprendizaje de la lengua: su impacto en la motivación de la producción verbal en el aula secundaria de inglés

Given the relation between language and culture, the incorporation of local culture topics in the EFL classroom can serve as a means of fostering greater comfort among students when speaking in public. Therefore, the present study aimed to provide a closer look at EFL learners’ speaking performance by introducing local culture topics to speaking assignments in class. This paper reports the findings of a mixed methods study on the effect of local culture topics on speaking skills and motivation of a group of students at a high school in Cuenca, Ecuador. Quantitative data was collected through a pre-test and post-test based on the Attitude Motivation Test Battery (Gardner, 1985). Qualitative data was gathered through speaking rubrics, class observations, student questionnaires and teacher interviews to gauge students’ level of comfort during speaking activities and their perceptions on the incorporation of local culture as a focal point. While the quantitative results showed no statistical differences between the students’ pre and post motivation scores, classroom observations showed increases in their oral production and appreciation for local culture topics. Further research with a longer period of intervention time is recommended.

MOTIVATION OF PRE-SERVICE ENGLISH TEACHERS TO LEARN ENGLISH AS A FOREIGN LANGUAGE IN CHALLENGING CIRCUMSTANCES

The problem of motivation in foreign language learning has always been of great importance. Researchers agree on the non-static, dynamic nature of motivation, investigate the role of the motivational context, and recognize the fact that some aspects of motivation are not internal but are externally determined by the learner’s sociocultural environment. The study aims to investigate the prevalent type of motivation among pre-service English teachers in challenging circumstances. The analysis of motivation sources and ways to protect and maintain motivation to learn English as a foreign language in challenging circumstances constitutes the novelty of the study. 60 fourth-year students (57 females and 3 males) participated in the investigation. The questionnaire adapted from Gardner's Attitude/Motivation Test Battery (AMTB) has been used as a tool to collect quantitative data. The results reveal that the level of motivation is high with a prevalence of instrumental motivation. Qualitative data have been obtained from interviewing students. During the interviews, the students identified the sources of their motivation, critically evaluated their learning situation, and described their learning circumstances as challenging. The study suggests pedagogical implications in line with positive psychology recommendations and the latest research on the protection and maintenance of а motivation to learn English as a foreign language in challenging circumstances. The implications for teachers include developing motivational strategies, maintaining engagement, providing role models, using technology.

Students’ Anxiety and Motivation to Speak English at Islamic Boarding School

Background: 
 This study was conducted to find out the correlations and influences of students’ anxiety and motivation to students’ speaking English achievement.
 Methodology: 
 One hundred and thirteen students Islamic Boarding School of Nabil Husein Samarinda participated in this study. A stratified random sampling technique was used in this study. Foreign Language Classroom Anxiety (FLCAS) and Attitude Motivation Test Battery (AMTB) were used as instruments. Multiple Regression and Path Analysis were used as data analysis techniques to analyze the data.
 Findings:
 80.4% of students’ anxiety influenced to students’ speaking English Achievement. The next finding showed that students’ anxiety correlated to students’ motivation at 94.7%. It indicated a strong correlation where the degree of correlation at 0.897. As well the students’ motivation also affected students’ speaking English achievement on the degree at 79.9%. The last finding showed that students’ speaking English was affected by students’ anxiety and motivation simultaneously.
 Conclusion: 
 This article explains how the students’ anxiety and motivation influence speaking English achievement.
 Originality: 
 This research was conducted to find out the correlations and the influences of students’ anxiety, and students’ motivation to students’ speaking English achievement.

Enhancing Oral Skills and Motivation Through Role-Playing Activities in Medical Students

<p style="text-align: justify;">Nowadays, Peruvian physicians commonly give oral medical reports to a patient´s family in English. For this reason, this research seeks to demonstrate the effectiveness of an Intervention Program for improving oral skills through role-playing activities, one hand, and, on the other, it aims to discover the kind of motivation, both goals in 40 students belonging to the Medicine Faculty of Universidad Nacional de Piura. This study has two parts, in the first quantitative phase, it measured the level of oral skills in these students, through an oral pre-test. After that, the students participated in an intervention program consisting of role-playing activities where the doctors usually use radiography to explain a medical condition. Then, the students were evaluated on their oral skills using an imaginary hospital situation similar to the pre-test. In the second part, the qualitative phase measured the Motivation of these students using the Attitude Motivation Test Battery (AMTB) in addition, a semi-structured interview could support the findings obtained in the aforementioned survey. The main findings were the improvement of oral skills and both Integrative and instrumental motivation in these students thanks to role-playing activities application.</p>

The Cultural Aspect of Learning Environment in Foreign Languages as a Means of Empowering Social and Integrative Attitudes

Due to a rising demand for social and integrative interaction among nations, the cultural and educative role of foreign language learning compatible to a sustainable pedagogy learning environment is a priority to be investigated, especially in countries which are heading toward European integration, like Albania is. This paper addresses the enhancement of formal education curriculum with focus at foreign language in order to meet the needs of learning environment by employing an interactive pedagogy methodology. The instrument used in this research is the Socio-Educative Model, Gardner R.C. (2001) which measures the intensity of the impact that cultural and educative constructs have in students` social and integrative attitudes. On national basis, by a random selection technique the Socio-educative Model presented by Attitude Motivation Test Battery (AMTB) was conducted on a sample size of N=1500. The Likert scale of assessment at a range from (1-6) with code (1) indicating absolute disagreement and (6) absolute agreement to the test statements, was used for the instrument and the results of the data gathered indicated that: English learners have moderate positive attitudes toward foreigners speaking English; the language is marked as a high priority when integration is concerned, and they expressed a very strong interest to learn the English language. Overall, the cultural aspect of learning environment reflects the students` social and integrative attitudes to learning English as a foreign language.