Integrative Motivation Research Articles

The Correlational Study Between Speaking Ability and English Learning Motivation

The aim of this research is to examine the relationship between motivation and speaking ability among students at Universitas Teknokrat Indonesia. This study employs a quantitative method, utilizing a Likert scale questionnaire comprising 20 questions to measure both instrumental and integrative motivation. Data were collected from a sample of 36 students. The data were analyzed using correlation analysis to determine the relationship between motivation and speaking ability. The findings indicate a significant positive correlation between motivation and speaking ability. Students with higher motivation tend to exhibit better speaking skills, which, in turn, fosters greater confidence in English communication. The study highlights the importance of motivation in enhancing communicative competence and suggests that integrating motivational strategies into teaching practices can improve students' English-speaking abilities. Overall, this research underscores the critical role of motivation in advancing language skills among English majors at Universitas Teknokrat Indonesia.

Accentuating the Enhanced Roles of Integrative and Instrumental Motivation in English Language Learning

A mass of studies has unfolded the accentuating role of motivation in promoting learning outcomes. However, those studies were focused on the quantified data exhibiting the significance of instrumental and integrative motivation without sufficiently delving into the impacts of these motivations. Thus, this study aimed to enhance the insights of the motivations’ role based on the learners’ perspectives. A qualitative approach was employed to examine the responses from 15 selected participants. Data was obtained from a one-on-one interview extracted from Gardner's Attitude/Motivation Test Battery (AMTB) and scrutinized using holistic and specifically focused analysis. The findings revealed that the two motivations aroused learning enjoyment, anxiety, earlier/regular exposures, and language habits. To some extent, integrative motivation promotes greater positive influences than instrumental motivation. Learners with integrative orientation were more regularly exposed to the language due to the internal desire to be directly engaged with the speaking group. Hence, they found learning more enjoyable and actively used it daily. In contrast, instrumentally motivated learners tended to be anxious as they were driven to attain external rewards and hardly enjoyed the learning process. They occasionally learned the language for a unique goal that lessened the language exposure. As a result, the integrative learners outperformed the instrumentally-oriented learners. However, the finding shows that both motivations should be synergized to expect better learning outcomes.

The role of self efficacy and school climate in motivation for technology integration in education

This study aims to explore the influences of self-efficacy and school climate on motivation for technology integration in education. Albert Bandura's Social Cognitive Theory was used as the theoretical framework. Outcome expectancy was used as a central motivational factor. A foundational model was constructed to explore the relationships among school climate, self-efficacy, and outcome expectancy. The participants were 224 teachers from diverse high schools in Bursa, Turkey. Results revealed that participants perceive low levels of school climate/support but has relatively high self-efficacy and outcome expectancy. Gender-based analyses revealed no significant differences among males and females in terms of all variables. Correlation analysis results revealed significant relationships among the three variables. Furthermore, regression analysis revealed that both school climate and self-efficacy significantly contributed to predicting motivation. More importantly, school climate affected motivation directly and indirectly through its influence on self-efficacy. These findings suggested that the proposed foundational model can serve as a valuable framework for understanding teachers' motivation for technology integration in education.

Exploring Types of Language Learning Motivation among EFL Students: Insights from Rwandan High Schools

Motivation in language learning is a critical area of study since motivation greatly impacts second language acquisition. Socio-Educational Model theory explains motivation to learn a second language in two main types: integrative and instrumental motivation. Many studies have explored motivation in language learning, but such studies are deficient in the case of Rwandan EFL learners. This study analyses the motivational types that inspire students during learning and investigates the motivation factors for EFL learning. This descriptive study, which involves a class from a Rwandan high school of Groupe Scolaire Nyamirama, uses both a qualitative and quantitative design. The information was gathered using open-ended questionnaires and closed-ended questionnaires. The results indicated that instrumental and integrative motivation significantly influences students’ EFL learning process. However, it showed that instrumental motivation was major in EFL learning. Additionally, according to the data, twelve motivational factors were identified from students and ten from teachers regarding teaching strategies and teacher-student interactions, all which impact students during the learning process. However, because motivational variables and motivational types rely on context, it is recommended that a study on this topic be conducted in a different setting.

A Systematic Review of Motivational Factors in Developing Speaking Skills Among Indonesian EFL Learners

This systematic review aims to identify the key motivational factors that influence the development of speaking skills among Indonesian English as a Foreign Language (EFL) learners. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, five studies were selected for in-depth analysis. The methodology involved the identification, screening, and thematic analysis of research focusing on motivational factors affecting speaking proficiency. The results indicate that both internal factors—such as self-confidence, personal satisfaction, and integrative motivation—and external factors—including teacher support, classroom atmosphere, task structure, and instructional media—play crucial roles in enhancing learners’ motivation to participate in speaking activities. The novelty of this study lies in its focus on the Indonesian EFL context, offering a comprehensive overview of how these motivational factors intersect in this specific educational setting. The study contributes to the field by providing practical recommendations for educators, suggesting that a balanced focus on internal drives and supportive external environments is essential for improving speaking proficiency among Indonesian EFL learners. This review thus highlights the importance of addressing both personal and environmental factors to foster greater participation and confidence in speaking activities.

Integrating AI Into Education: Successful Strategies, Ideas, and Tools From Psychology Instructors

Background Integrating artificial intelligence (AI) into psychological education represents an opportunity in teaching methodologies, offering possibilities for instructors. Despite its potential, there is a significant gap in knowledge regarding how psychology instructors implement AI tools in their teaching practices. Objective The primary objective of this study was to explore how psychology instructors utilize AI tools. Method This study employed semistructured interviews with 15 psychology instructors. Interviews were transcribed and subjected to thematic analysis. Results The study revealed key motivations for AI integration: preparing students for the workforce, enhancing academic integrity, aligning with institutional goals, and addressing potential challenges. Additionally, various methods of AI integration were explored, focusing on fostering critical thinking, supporting research and writing, and promoting ethical AI use. Challenges such as inconsistent AI policies, varied student proficiency, ethical concerns, and difficulties with prompt engineering were highlighted. Conclusion This study shows that AI integration in psychology education is done in a myriad of ways, and instructors demonstrate creative approaches to how to implement AI and the potential challenges. Teaching Implications Psychology instructors can consider integrating AI tools into their coursework. Additionally, educators can address potential challenges by providing clear AI usage guidelines and offering tailored.

Motivasi Mahasiswa Keperawatan Tingkat Akhir Dalam Belajar Bahasa Inggris

This study aims to analyze the motivation to learn English among nursing students, especially in facing global competition. This study uses a quantitative-descriptive approach with 95 students selected purposively. Motivation to learn English is measured through two main aspects, namely integrative motivation and instrumental motivation. The results of the study indicate that instrumental motivation such as the desire to support a career and understanding popular culture content, are the main drivers for students in learning English. In addition, integrative motivation such as the desire to understand the culture of English-speaking countries and interact with native speakers, also has a significant role. Educational institutions are expected to develop English learning programs that are more applicable, oriented to the world of work, and based on the global needs of students. Further research is recommended to conduct an in-depth analysis of the factors that influence motivation, as well as a longitudinal approach to track changes in motivation along with the education process.

The impact of pedagogical beliefs on the adoption of generative AI in higher education: predictive model from UTAUT2.

Artificial Intelligence in Education (AIEd) offers advanced tools that can personalize learning experiences and enhance teachers' research capabilities. This paper explores the beliefs of 425 university teachers regarding the integration of generative AI in educational settings, utilizing the UTAUT2 model to predict their acceptance and usage patterns through the Partial Least Squares (PLS) method. The findings indicate that performance expectations, effort expectancy, social influence, facilitating conditions, and hedonic motivation all positively impact the intention and behavior related to the use of AIEd. Notably, the study reveals that teachers with constructivist pedagogical beliefs are more inclined to adopt AIEd, underscoring the significance of considering teachers' attitudes and motivations for the effective integration of technology in education. This research provides valuable insights into the factors influencing teachers' decisions to embrace AIEd, thereby contributing to a deeper understanding of technology integration in educational contexts. Moreover, the study's results emphasize the critical role of teachers' pedagogical orientations in their acceptance and utilization of AI technologies. Constructivist educators, who emphasize student-centered learning and active engagement, are shown to be more receptive to incorporating AIEd tools compared to their transmissive counterparts, who focus on direct instruction and information dissemination. This distinction highlights the need for tailored professional development programs that address the specific beliefs and needs of different teaching philosophies. Furthermore, the study's comprehensive approach, considering various dimensions of the UTAUT2 model, offers a robust framework for analyzing technology acceptance in education.

Motivation and English Language Learning: Students’ Perspectives

This study investigates university students’ motivation for learning English language in the Kurdistan region of Iraq. The region is a foreign language learning context because English language learners almost entirely learn the language inside the classroom and without regular exposure to the English language outside. Besides English language centers, English Department in private universities is one of the most wanted departments in the region. However, we do not know students’ motivation for their choice. Therefore, a questionnaire was administered to 106 students from English department in a private university with the intention to obtain knowledge about their motivation for learning the English language and more specifically whether it is integrative and/or instrumental motivation. The study found that the level of students’ integrative motivation was different from instrumental motivation. This finding can be used by educators and university lecturers to embed motivation constructs in their teaching practices to keep the students motivated throughout their college years and have the desired outcome in the end.

Motivation and Challenges During and Post COVID-19 Pandemic Among Lao EFL Undergraduate Students in the Scientific Disciplines

The COVID-19 pandemic has compelled global higher education institutions, e.g. in Laos, to suddenly switch to online learning platforms without planning for multidimensional challenges to overcome. This study aimed to investigate Lao EFL undergraduate students’ motivation and challenges for learning English during and post COVID-19. The participants comprised 75 students studying in various food science programs at a Lao university. This research adopted a mixed-methods design that integrated quantitative and qualitative approaches. The research tools consisted of questionnaires and semi-structured interviews. The results showed a moderate level of integrative motivation among students during the pandemic, which subsequently escalated to a high level after the COVID-19 pandemic. Meanwhile, their instrumental motivation remained consistently high throughout both pandemic periods. The findings also revealed a slight decrease in student challenges during the pandemic, transitioning from high to moderate levels compared to the post-pandemic period. Students encountered difficulties in developing self-regulation skills during and after the COVID-19 pandemic, along with added financial burdens, including increased living costs in the post-pandemic period. Face-to-face learning was preferred by students. Moreover, these findings provided valuable insights, pedagogical implications, and recommendations to address emerging technological trends in English language education.

Investigating the role of social inhibition in enduring involvement in online synchronous exercise classes: A use and gratification perspective

With the advancement of communication technology, online synchronous exercise courses become more common in recent years due to their ability to transcend time and space. Based on uses and gratifications theory (U&G), this study proposes a conceptual model for online synchronized exercise classes and examines the relationships among social inhibition, motivation, satisfaction, and continued involvement. After 322 valid questionnaires were collected and analyzed by partial least squares (PLS), this study confirmed the significant positive effects of hedonic, identified, and integrative motivation on online synchronous exercise satisfaction and the significant negative effect of social inhibition on online synchronous exercise satisfaction. Moreover, online synchronous exercise satisfaction has a positive effect on enduring involvement. This study not only contributes by extending the application of U&G theory to dynamic online synchronized exercise and addressing the interaction and pressure of online users in cyberspace but also provides novel marketing strategies for fitness and sports organizations.

An Analysis of the Motivation in Learning English as a Foreign Language of Senior High School Students

Motivation is an element that affects a student's ability to learn. There are two different kinds of motivation: integrative and instrumental. Instrumental motivation moves learners to learn a language because of positive attitudes toward the target language, culture, community, way of life, literature, etc. Integrative motivation drives individuals to learn a language for practical reasons. This study aimed to determine the motivation for learning English as a foreign language among 12th-grade senior high school students and the factors that influence the students' motivation to learn English. The type of research used was a mixed method sequential explanatory model by conducting quantitative research first, followed by qualitative data collection. To collect the quantitative data, the researcher used questionnaires. Meanwhile, to manage the qualitative data, the researcher conducts semi-structured interviews. The result of the study shows that it was found that 12th-grade high school students have both integrative and instrumental motivation. Then, four factors influence the student's motivation, namely: the teacher, the method of teaching, which refers to the way that students are taught, the Atmosphere in class, and success in learning.

Investigating the Educational and Social Factors Affecting Saudi EFL Learners' Attitudes toward Learning English

This study aims to investigate the attitude of Saudi EFL learners toward learning English as a foreign language, their motivation, and contextual and surrounding factors affecting their attitudes positively or negatively. Out of the population that comprises students studying in levels 1 & and 2 of the graduate programs at Business College, PSAU, 216 EFL learners of Saudi Arabia were selected through a simple random sampling method. A self-designed questionnaire with partial adoption of modified items from existing studies was sent to the students to collect their responses. The quantitative approach (descriptive quantitative design) revealed that Saudi EFL students typically exhibited a high level of positivity toward English as a foreign language, and they demonstrated a high level of instrumental motivation but a lower level of integrative motivation toward English. The use of Spolsky’s (1969) and Gardner’s (1985) Second Language Learning Model and Second Language Acquisition theories respectively revealed that certain educational and social factors (e.g., English learning situation, language teachers, and parents) had an advantageous effect on Saudi EFL learners. In the same way, different social and educational factors, such as peer groups, educational settings, and educational environments, have been found negatively impacting learners' motivation and their desire to speak or learn the language. The study implies that the factors (learning physical environment, teaching material, peer groups) affecting the learners’ attitude negatively should be improved. The study would be beneficial to instructors and students in understanding the elements that impede language acquisition and assist them in attaining outstanding and effective English skills.

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.

The Panic of 2008 and Brexit: Regional Integration versus Nationalism

In June 23, 2016, voters in the United Kingdom have just approved a referendum calling for leaving the European Union. The case describes the motives for European integration, the rise of separatist movements in the United Kingdom and elsewhere, and the referendum process itself.The purpose of this case is to provide a contemporary counterpoint to a discussion of the economic and political motivations for the American Civil War. Dominant themes highlighted here are economic nationalism, political nationalism, cultural centrism and ethnocentrism, and populism.

The relationship between Instrumental and Integrative Motivation on the Students’ Writing Ability

The question of which motivation is more prevalent among learners has been heavily debated. This study aimed to determine the link between instrumental and integrative motivation and learners' writing performance. The participants were 75 L2 students from one of Palangka Raya's Islamic Institutes. The data were gathered via a questionnaire and writing. Normality, linearity, multicollinearity, elasticity, and autocorrelation were also calculated as assumption tests. Multiple linear regression was used in the analysis. The findings revealed that instrumental motivation (x2) contributed 70.15% to writing performance, while integrative motivation (x1) contributed 17.03%. The effective contribution was 87.00% in total. The r-square value was also 0.87. Instrumental (x1) and integrative (x2) motivations accounted for 87.00% of the variance in writing performance (y). Overall, motivation was found to significantly impact learners' writing performance (F= 244.87, p = 0.00). This indicated that learners with high instrumental and integrative motivation tend to perform well in writing. This meant that both motivation and writing performance were major predictors of learner performance. In L2 writing, instrumental motivation contributed more than integrative motivation. It was advised that lecturers provide more integrative incentives during the writing class learning process.

Students’ Integrative and Instrumental Motivation for Learning English as a Second Language

Objective: This research investigates the influence of integrative and instrumental motivations on English Language Learning (ELL) among students in private educational institutions within the United Arab Emirates (UAE). It aims to discern which type of motivation—integrative or instrumental—exerts a greater impact on second language acquisition. Method: A quantitative research methodology was employed, utilizing a 44-item questionnaire adapted from the Motivation Test Battery. The study sample consisted of 101 English as a Second Language (ESL) students. Statistical tools such as regression analysis and correlation coefficients were used to analyse the data, providing insights into the relationships between motivational types and language acquisition success. Results and Discussion: The study revealed a positive correlation between both integrative and instrumental motivations and ELL. Notably, integrative motivation had a more substantial influence on the ESL outcomes compared to instrumental motivation. These results underline the complexity of motivational impacts on language learning, with integrative motivation playing a pivotal role. Research Implications: The findings suggest that educational strategies that enhance integrative motivation could be more effective in promoting successful language learning. This could involve fostering a deeper connection with the language community and culture, thereby enriching the educational experience and outcomes for ESL learners. Originality/Value: This study contributes to the existing body of knowledge by focusing on the comparative impacts of integrative and instrumental motivations in the context of the UAE—a region where such studies are seldom conducted. The insights regarding the predominant influence of integrative motivation add a valuable dimension to the global discourse on second language acquisition, especially in multilingual and multicultural learning environments.

A Review of a Malaysian Public University Students’ Motivational Behaviour in Learning a Foreign Language

A Review of a Malaysian Public University Students’ Motivational Behaviour in Learning a Foreign Language

HERITAGE LANGUAGE PROFICIENCY IN RELATION TO EMOTIONAL ATTACHMENT, MOTIVATIONS AND ATTITUDES: A COMPARATIVE STUDY OF MALAYSIAN CHINESE (MAHUA)

Emotional attachment (EA) to the community's language reshapes speakers' identities and aids in maintaining that language in most immigrant societies. Language also serves the social purpose of identifying identity characteristics and significantly impacts social identity development. However, more research is still needed on how Chinese Heritage Language Learners (CHLLs) form their identities, particularly when examining the relationship between this identity construction and language learning (Zhou, 2016). Therefore, this study uses a quantitative approach to explore the correlations between EA and CHLL's motivation and attitudes and the Malaysian CHLL's Chinese language proficiency (CLP) in relation to EA, motivations and attitudes. It also draws on the Chinese Identity Theory (Wang, 1985) and Gardner and Lambert's (1972) psychosocial model. The study found that participants in Malaysian public and private secondary schools showed high CLP in listening, speaking, and reading (over 80%), relatively low scores in writing (around 77%) and positive attitudes toward learning Chinese, high integrative motivation, and low CHL classroom anxiety, according to the study; the distinction is that, while Chinese cultural identity and attitudes toward Malaysian Chinese are thought to be the best predictors of CLP for the public school group, traditional Chinese dress, eating, housing, and transportation are considered to be the best predictors of CLP for the private school group.

ASASIpintar Student’s Attitude and Level of Motivation Towards ESL (English as A Second Language) Class

This study is conducted to find out the attitude and motivation of ASASIpintar students in learning English as a second language. The research problem is whether there is an attitudinal problem in learning English as a second language. If there is, suggestions need to be suggested to overcome this problem. The number of participants involved in this study is 100 participants. In this study, there are three objectives which is to a) find out the correlation between attitude of ASASIpintar students and their grades, b) find out which aspect has the highest correlation to attitude in ASASIpintar students, and c) to determine which level of motivation ASASIpintar students have higher towards learning English as a second language. The research question will be what is the main aspect of an attitude of an ASASIpintar student? Also another question would be are students more motivated to study English as a second language instrumentally or integrative in ASASIpintar. The assumption made in this study is that attitude is positively correlated to the grades obtained and instrumental motivation is higher than integrative motivation. However, the model of this study is conducted on special and talented ASASIpintar students thus the results obtained differ from past researches