Attitude/Motivation Test Battery Research Articles

Is Attitude an Impediment to Achieving English Proficiency amongst the Final Year Students in the Northern Geopolitical Zone of Nigeria: A Comparative Study of Southern and Northern Geopolitical Zones

<p><em>This study investigated whether it is the learners’ attitudes in the northern geopolitical zone of Nigeria which impede them from achieving high level of proficiency in the study of English language as compared to that of their counterparts in the southern geopolitical zone.</em><em> Three research questions were </em><em>generated to guide the study. </em><em>28-item questionnaire adapted from Gardner’s (1985b) </em><em>Attitude Motivation Test Battery (AMTB) were used to elicit the data needed. The descriptive survey research design that was adopted for the study comprised of four-part Likert-type statements. 610 students (male and female) registered for SSCE examination were selected from 18 government-owned public secondary schools in the Northern and Southern geopolitical zones using stratified random sampling technique. The data collected were analyzed using simple mean scores and percentages. The result of the study showed that </em><em>students in the </em><em>Northern geopolitical zones,</em><em> in fact, have high positive attitude towards the learning of English but were not motivated to learn it and that </em><em>language anxiety had a pervasive impact on the language learning experience of the students. </em><em>The study recommends amongst others that, language teachers need to </em><em>evolve effective teaching and learning strategies</em><em> that generate the attitudes and motivation most conducive to the production of more successful learners of English language.</em><em></em></p>

Motivasi Dalam Pembelajaran Bahasa Inggris: Studi Kasus Pada Mahasiswa Jurusan Pendidikan Bahasa Inggris IAIN Surakarta

This study aims at describing how social and cultural motivations of students in choosing the English Department of IAIN Surakarta for their academic and career objectives, how the responses of students to the lecturers in teaching, and how the attitude of the students towards the course they follow.This is a survey research by distributing a questionnaire adapted from Attitude Motivation Test Battery (AMTB) and completed by interview. Data was analyzed by quantitative and descriptive manner. Based on the research results, students’ motivation majoring in English education IAIN Surakarta has shown good motivation. Of the four aspects in the analysis, it can be seen that the students have a good motivation. In the aspect of integrative, most of the students already have a good attitude towards learning English. It can be seen from the statistics obtained from questionnaires given. Statistics show that as many as 34.46% of the students agreed and 38.21% strongly agreed. The instrumental aspect also shows quite positive results. This can be proven by statistics that more than 41% of students answered agree to the statements in the questionnaire given. On the attitude towards lecturers, data obtained from quetionaire showed that 39.17% of the students agreed and 10:42% of respondents strongly agreed with the statement given. The last is a question related to the subject, as many as seven out of ten statements contained in this aspect of this course is a negative statement. So it can be concluded that the students already have a good attitude and interest towards learning English. From the statistics above show that student majoring in English education IAIN Surakarta had a pretty good motivation to learn, but still need for development in order to reach optimal learning results.

From the State of Motivated to Demotivated : Iranian Military EFL Learners’ Motivation Change

Second language learning motivation has always been considered to be one of the most influential factors in language learning due to its undeniably substantial impacts. In comparison with research conducted in other areas of L2 motivation, there has been a paucity of research on L2 motivation change, especially in the Iranian language learning context. This study aimed at investigating motivation change among Iranian military EFL learners in an intensive English course. The participants included 61 Iranian military staff aged 23-35, who took part in an intensive English course at the military university’s foreign language center. The data collection was conducted using a background information questionnaire, a contextualized and translated version of the mini-AMTB (Attitude Motivation Test Battery) and an interview with the selected participants. Quantitative descriptive analysis showed that the participants were highly motivated, with relatively low anxiety and high integrative motivation. Furthermore, a qualitative content analysis showed that situation-specific factors including management problems both at macro and micro levels, class timing, lesson planning, organizational interventions, teacher-related factors, and facilities were all motivational factors that played a significant role in motivating or demotivating learners. The results also showed that the learners moved from a state of high motivation to low motivation due to context-specific demotivational factors.

English Learning Motivation of First-Year Students in Universiti Sultan Zainal Abidin (UniSZA)

Studies have shown that motivation influences the learning of English as a second language (ESL) where it has not only increased students’ drive in language learning but it also influenced their language performance. However, most of the first-year students in Universiti Sultan Zainal Abidin (UniSZA) were found to have low English performance. This study thus examined UniSZA students’ motivation level in learning English and significant difference in their level of motivation in learning English in terms of gender. The sample for this study comprised of 112 first-year students of UniSZA. The data for this study were gathered through the adapted version of Attitude/Motivation Test Battery (AMTB). The findings revealed that most of the students had high level of motivation and the difference between males and females in terms of their motivation level was significant. Interestingly, females were found to be more motivated than the males. It is hoped that the findings would help English instructors in their teaching as they can plan appropriate motivational strategies for both the male and female students to enhance their potential in learning English and thus increases their English performance.

The effects of motivation on processing instruction in the acquisition of Modern Standard Arabic gender agreement

The present study investigates the effects of motivation and processing instruction on the acquisition of Modern Standard Arabic gender agreement. The role of individual differences (e.g. age, gender, aptitude, language background and working memory) on the positive effects generated by processing instruction has been investigated in the last few years. However, no previous research has been conducted to measure the possible effects of motivation on L2 learners exposed to processing instruction. In addition, a reasonable question to be addressed within the processing instruction research framework is whether its positive effects can be generalised to the acquisition of Modern Standard Arabic. The Academic Motivation Scale (AMS) and the Attitude Motivation Test Battery (AMTB) motivation questionnaires were used to capture different variables that influence motivation in order to create the two different groups (high and low motivated). In this experimental study, forty-one native English school-age learners (aged 8–11) were assigned to two groups: ‘the high motivated group’ (n = 29): and the ‘low motivated group’ (n = 12). Both groups received processing instruction, which lasted for three hours. Sentence-level interpretation and production tasks were used in a pre-test and post-test design to measure instructional effects. The learners were required to fill in gaps in both written and spoken mode for the activities. The study also included a delayed post-test administered to the two groups four weeks later. The results indicated that both groups improved equally from pre-test to post-test in all assessment measures and they both retained the positive effects of the training in the delayed posttests. Processing instruction was proved to be the main factor for the improvement in performance regardless of the learner’s level of motivation.

An analysis of students motivation toward English learning as second language among students in Pritchard English academy (PEACE)

This research aimed at investigating the students’ motivation in English learning as a second language. The method used was a survey by randomly asking the students in Pritchard English Academy (PEACE) to fill out a questionnaire which adapted from Attitude Motivation Test Battery (AMTB) designed by R.C. Gardner. The questionnaire was administered to a group of 30 students who come from intermediate until advanced level. The data were analyzed by using SPPS program. It was used to find out mean score and standard deviation. The main findings show that the students are relative “highly” motivated and found to be slightly more “instrumentally” motivated to learn English. This reveals that instrumental motivation is a significant factor among this group of students learning English. Based on this study’s findings, some relevant and useful motivational learning implications are recommended for enhancement and improvement of the students’ motivation.

An Analysis of Students’ Motivation Toward English Learning As Second Language Among Students In Pritchard English Academy (PEACE)

This research aimed at investigating the students’ motivation in English learning as a second language. The method used was a survey by randomly asking the students in Pritchard English Academy (PEACE) to fill out a questionnaire which adapted from Attitude Motivation Test Battery (AMTB) designed by R.C. Gardner. The questionnaire was administered to a group of 30 students who come from intermediate until advanced level. The data were analyzed by using SPPS program. It was used to find out mean score and standard deviation. The main findings show that the students are relative “highly” motivated and found to be slightly more “instrumentally” motivated to learn English. This reveals that instrumental motivation is a significant factor among this group of students learning English. Based on this study’s findings, some relevant and useful motivational learning implications are recommended for enhancement and improvement of the students’ motivation.

ACHIEVEMENT MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE IN MODERN EDUCATIONAL CONTEXT OF GEORGIA

The aim of the research is to identify an achievement goal as a motivational factor of learning the English language among Georgian students. In the current research, a four-factor structure of achievement goal orientation (master-approach, master-avoidance, performance-approach, performance-avoidance) and attitude toward the language acquisition were researched. The data obtained were evaluated using the Achievement Goal Questionnaire (AGQ) (2008) and Attitude/Motivation Test Battery (AMTB). The main finding of this research is that in different forms of language learning are different leading achievement goals. The results showed that different speciality learners were determined to achieve different motivational goals. Different forms of language learning cause differences between strong and weak learners and raise different goal orientations. Students, who have high scores and are successful, have strong ability of the Master Goals. Language learners, who do not have high grades and are not successful, have a high level of Performance goals. The 2x2 achievement goal framework (master-approach, master-avoidance, performance-approach, performance-avoidance) were closely connected with a positive attitude. Positive attitude defines language learning effectively and stimulates students to perform their goal perfectly. Key words: achievement motivation, achievement goal orientation, master approach, master avoidance, performance approach, performance avoidance.

Motivation and Language Learning Strategies Used by Moroccan University EFL Science Students: A Correlatioal Study

This study aims to investigate the overall use of language learning strategies (LLSs) and its relationship with English learning motivation by Moroccan non-English major students. The sample consists of 228 students enrolled in their second year at the Faculty of Sciences, Mohammed V University – Rabat – Morocco. To collect the data, the Strategy Inventory for Language Learning (SILL) developed by Oxford (1989) was adopted and adapted to the Moroccan EFL context. The motivation questionnaire was developed based on different sources including Gardner’s Attitude/Motivation Test Battery (AMTB) (2004); Pintrich et al.’s Motivated Strategies for Learning Questionnaire (MSLQ) (1991); and Schmidt & Wattanabe (2001). The two questionnaires were tested for reliability and validity. Descriptive statistics and Pearson Correlation were selected to analyze the data. The results demonstrate that Moroccan university EFL Science students use LLSs at a medium level and exhibit a high level of motivation, and that their motivation to learn English and use of LLSs are strongly and positively correlated. This study yields a number of implications both for pedagogical purposes and for further research.

Types of Motivation in Iranian EFL learners toward English Language Learning

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.

Types of Motivation in Iranian EFL learners toward English Language Learning

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.

Motivation and Language Learning Strategies Used by Moroccan University EFL Science Students: A Correlatioal Study

This study aims to investigate the overall use of language learning strategies (LLSs) and its relationship with English learning motivation by Moroccan non-English major students. The sample consists of 228 students enrolled in their second year at the Faculty of Sciences, Mohammed V University – Rabat – Morocco. To collect the data, the Strategy Inventory for Language Learning (SILL) developed by Oxford (1989) was adopted and adapted to the Moroccan EFL context. The motivation questionnaire was developed based on different sources including Gardner’s Attitude/Motivation Test Battery (AMTB) (2004); Pintrich et al.’s Motivated Strategies for Learning Questionnaire (MSLQ) (1991); and Schmidt & Wattanabe (2001). The two questionnaires were tested for reliability and validity. Descriptive statistics and Pearson Correlation were selected to analyze the data. The results demonstrate that Moroccan university EFL Science students use LLSs at a medium level and exhibit a high level of motivation, and that their motivation to learn English and use of LLSs are strongly and positively correlated. This study yields a number of implications both for pedagogical purposes and for further research.

Relationship Between the Socio Education Factors to English Language Learning in Albania High Schools and Pupil’s Final Grades in English Course

This paper aimed to study the relationship between the socioeducative factors from Attitude Motivation Test Battery, (AMTB, Gardner R.C. 2004) for learning English as a foreign language in high schools in Albania and the pupils` achievement, the final grades in English course. The study found that the correlation with Spearman Rho coefficient was significant at p"smaller than".05 and the grades in English course were moderately related with four variables: first, the integrative language role r=.404, p"smaller than"0.001, second, motivation r=.361, p"smaller than"0.001, third, parental support r=.313, p=0.001, and fourth, instrumental language orientation r=.305, p"smaller than"0.001. It was found a smaller correlation value between grades and pupils’ attitudes towards the English learning context at the value: r=.164, p"smaller than"0.001. A small negative, but significant correlation was found between pupils` anxiety to learn the language and the grades in English course: r=-.130, p"smaller than"0.001.

English

Due to students' poor level of English achievement in Iran and the fact that some language institutes attribute this problem to students' lack of motivation, this study aimed to investigate the effect of motivation on students' English achievement. In this research motivation is considered in relation to certain individual difference variables which may have important effects on motivation and L2 learning but no attention has been given to them in Iranian English learning context. Hence, this study intended to investigate the causal interrelations between the variables namely, attitudes toward the learning situation, integrativeness, motivation, strategy use, self-efficacy, and English language achievement. To this end, an adapted form of Gardner's (2001a) socio-educational model of second/foreign language learning was used. Research participants were 240 intermediate EFL learners at the Iran Language Institute. The participants were administered the Attitude Motivation Test Battery [AMTB], the Self-Efficacy Questionnaire [SEQ], and the Strategy Inventory for Language Learning [SILL]. Results yielded by Structural Equation Modeling showed that motivation had a direct significant influence on English achievement. However, the effect of motivation on English achievement was stronger when it was affected by attitudes toward the learning situation, integrativeness, and self-efficacy. Thus, to improve students' English achievement in Iranian EFL context, it is necessary to consider not only motivation but also self-efficacy and attitudes, on which students' motivation depend. Keywords : Motivation; Self-efficacy; Attitudes toward the learning situation; Integrativeness; Strategy use; English Achievement DOI: http://doi.org/10.17576/3L-2016-2203-08

Exploring the Motivational Factors for Learning English in Aceh = العوامل المؤثرة في تعلم اللغة الإنجليزية في إقليم أتشية

English in Aceh | Intrinsic Motivation | Extrinsic / Instrumental Motivation | Integrative Motivation | Attitude / Motivation Test Battery (AMTB) | اللغة الإنجليزية | إندونيسيا | دوافع تعلم اللغة الإنجليزية | الاتصال اللغوي مع الأجانب

The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

Abstract This study examined the mediating effect of perfectionism on the relationship between language learning and foreign language achievement of high school EFL learners. To this end, 400 eleventh grade high school students were recruited through cluster random sampling. They were selected from eight high schools in four cities of Iran (i.e., Tehran, Ahvaz, Semnan, and Kerman). Afterwards, two questionnaires were administered to the participants. The first questionnaire was the shortened form of Gardner’s Attitude/Motivation Test Battery (AMTB) for EFL learners, and the second one was Almost Perfect Scale-Revised (APS-R) measuring the level of perfectionism among respondents. Moreover, the participants’ scores on the English final exam held by Iran’s Ministry of Education was considered as the indicator of foreign language achievement. The obtained data were analyzed through Pearson correlations and bootstrap resampling statistical method. The results indicated a positive correlation between all variables. Furthermore, it was revealed that language achievement and language learning motivation were partially mediated by perfectionism.

A Comparative Study of Vocabulary Learning Strategies Employed by Iranian Undergraduate and Postgraduate EFL Learners with a Focus on Motivation

Vocabulary is viewed as a major part of language proficiency as it allows learners to use four language skills: listening, speaking, reading, and writing. The present study was carried out to compare Iranian undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. After that the study tried to see if there was any difference between highly-motivated and low-motivated learners with regard to vocabulary use. Finally, it aimed at investigating the differences between the Iranian EFL male and female learners’ use of vocabulary learning strategies. A group of 150 Iranian undergraduate and postgraduate EFL learners (75 males and 75 females) both at BA and MA levels from Zahedan universities were selected randomly. The participants’ ages ranged between18 to 42. The data were obtained through two questionnaires: Taxonomy of Vocabulary Learning Strategies developed by Schmitt (1997) and Gardner’s (1985) Attitude/ Motivation Test Battery (AMTB). The findings of the study showed that there was a significant difference between undergraduate and postgraduate EFL learners’ use of vocabulary learning strategies. Also, there was a difference between highly-motivated learners and low-motivated learners’ use of vocabulary learning strategies. Moreover, the results showed that the interaction between the learners’ gender and motivation was significant. The results are theoretically and pedagogically significant for EFL teachers and applied linguists

The ELT Preparatory Class Students’ Strategy Using Profiles and Attitudes towards Foreign Language Learning: Amasya University Sample

The unsatisfactory language performance of L2 is among very common complaints voiced by the language teachers and educators for many years. These complaints push the applied researchers in the field of learning and teaching L2 searching for the causes of these kinds of problems and offering recommendations for solutions. Therefore, the need for this attempt dates back to the early years of 1970s as the majority of the research focused on developing the teaching methods and instructional materials. Parallel to the great efforts to understand the nature of the learning and teaching, since the early years of 1970s, great emphasis has been placed on social, psychological and affective factors that enhance or inhibit L2 success and achievement. Motivation, personality, learning style is among these variables that sound important places in different research. Taking a further step, this research aims to investigate the role of strategies and attitudes in L2 learning and teaching settings where English language has a role of foreign language as well. For this purpose, this research seeks the answers of what strategies the ELT preparatory class student use, whether the students’ achievement differs according to the strategy they use or not, what the students’ attitudes towards foreign language learning are, whether the students’ achievement differs according to the attitudes towards foreign language learning and there is a meaningful relation between the students’ strategy using profiles and attitudes towards foreign language learning or not. 22 Amasya University ELT preparatory class students, enrolling in 2014- 2015 academic year, consist the scope of this research. The data provide basis for this research have been collected via two different data collection instruments which are labelled as SILL (Strategy Inventory for Language Learning) and a questionnaire on attitudes towards learning a foreign language. The strategy inventory for Language Learning (SILL) is for the students of a second language developed by Oxford (1990). This inventory consists of 5 parts aimed to define the students strategy profiles in terms of remembering more effectively, using all mental process, compensating for missing, organizing and evaluating, managing emotions, learning with others. The inventory comprises 50 items each of which is labelled with the options that range from ‘‘1= Never or almost never true for me’’, ‘‘2= Usually not true of me’’, ‘‘3= Somewhat true of me’’, ‘‘4= Usually true of me’’ and ‘‘5= Always or almost always true of me’’. The questionnaire on attitudes towards foreign language learning was adopted by Tuncok (2010) from Horwitz’s (1988) Beliefs About Language Learning Inventory (BALLI) and the Attitude/ Motivation Test Battery (AMTB) by Gardner (1985) adding eight more items. The questionnaire consists of 31 items and the answers are labelled as 7 point likert-type format sequencing from 1(totally disagree) to 7 (totally agree). In the study, both qualitative and quantitative research methods were applied together. For the data analysis of this study, SPSS 17.00 package program for social sciences was used throughout the whole process. According to the findings, this research shares the information and insight that learners’ strategy using profiles and attitudes towards foreign language learning should be kept in mind during the applications of all classroom activities especially in the foreign language learning settings. Moreover, the findings have significant implications for research on classroom instruction, material design and teacher education as well

MOTIVATION IN LEARNING INDONESIAN AS A FOREIGN LANGUAGE FOR KOREAN STUDENTS

Indonesia is now promoting the internationalization of Indonesian through Indonesian Language Program for Foreign Speakers (BIPA). Nowadays, many courses and university institutes both domestically and abroad open Indonesian program. It is actually caused by the increasing rate of Indonesian learners and one of them is people from South Korean. In this connection, the purpose of this paper is to identify the motivation they follow BIPA program. The method used was a survey with data collection through a questionnaire by adapting Attitude Motivation Test Battery (AMTB). Research conducted at the Language Center Foundation Hana (Hana Language Center), Jakarta. The respondents were 7 people. The theory used is the theory of integrative orientation and instrumental orientation proposed by Gardner. As a result, all learners‘ integrative orientations are wanted to communicate with the people of Indonesia, while the instrumental orientation is they all learn Indonesian as assigned in Indonesia. In conclusion, the orientations of integrative and instrumental orientation are in them all.

An Acculturation Model Based on Motivation for Foreign Language Learning in Bangladesh

As an international language, English has enormous popularity worldwide and undeniably, even in Bangladesh, students are taught English as a foreign language for 12 years before they are enrolled in undergraduate programs. However, the students still fail to show any level of excellence as would be expected after studying the language for such a long time. Motivation is factor that can contribute to improvement of foreign language acquisition. Traditional teaching does not adequately address this issue. This paper examines the complex yet closely connected relationship between motivation and attitude regarding English language learning among the students of Bangladesh University who are currently in their undergraduate programs in English Language and Literature. An adapted version of Attitude/Motivation Test Battery (AMTB) is used to conduct a survey as the study is based on quantitative research techniques. The aim of this study is to focus on theoretical knowledge to explore the extent to which motivation under a controlled environment and close observation can help students in learning English as a foreign language.