An investigation into high school students motivation to study english

For this reason, the central concern of this study is to investigate the type of motivations that exists among English major students and non-English major students at Huynh Man Dat High

MINISTRY OF EDUCATION AND TRAINING

VINH UNIVERSITY -

DUONG MINH CHAU

AN INVESTIGATION INTO HIGH SCHOOL STUDENTS’ MOTIVATION TO STUDY ENGLISH

MASTER’S THESIS IN EDUCATION

Nghe An, 2017

MINISTRY OF EDUCATION AND TRAINING

VINH UNIVERSITY -

DUONG MINH CHAU

AN INVESTIGATION INTO HIGH SCHOOL STUDENTS’

MOTIVATION TO STUDY ENGLISH

Major: Teaching English to Speakers of Other Languages (TESOL)

STATEMENT OF AUTHORSHIP

I certify that thesis entitled "An investigation into high school students'

motivation to study English" is entirely my own work, except where I have given

fully-documented references to the work of others, and that the material contained in this thesis has not been submitted for assessment in any other formal course of study

Author

Duong Minh Chau

ABTRACT

Motivation plays a significant role in the process of learning language Moreover, it is also one of the key factors that influence the rate and success of second/foreign language learning For this reason, the central concern of this study is

to investigate the type of motivations that exists among English major students and non-English major students at Huynh Man Dat High School for the Gifted Students

to study English and examine whether English major students and non-English major students have the same or different types of English learning motivation Data was collected through a questionnaire contained 29 items asking about the learning motivation The questionnaire was adapted from Gardner’s (1985) AMTB (Attitude, Motivation Test Battery) questionnaire A questionnaire, an adapted version of Gardner's Attitude and Motivation Test Battery was used by to collect data from 100 high school students at Huynh Man Dat High School for the Gifted The data were analyzed on the basis of quantitative approach The findings indicated that the student surveyed had high motivation of learning English, and the types of motivation among those students were intrinsic, extrinsic, instrumental and integrative motivation Moreover, it was also found that English major students were more integrative motivation than the other types of motivation, and non-English major students were more instrumental motivation

ACKNOWLEDGEMENTS

This thesis would not have been possible without the inspiration, and support of

a number of significant individuals who have accompanied me on the journey of scientific research I would like to thank, and appreciate to all of them

First of all, I owe my deepest gratitude to my supervisor, Dr Nguyen Gia Viet Thanks to his research experiences, critical thinking, enthusiastic support, and encouragement that inspired me during my master journey I have learned a lot from him

Second, my gratitude also goes out to all lectures at Department of Foreign languages, Vinh University for their valuable teaching, and tremendous assistance

I am thankful to my colleagues and friends for their friendship and support

I also would like to give my special thanks to Mrs Phan Thi Phuong Lan, the English teacher at Huynh Man Dat High School for the Gifted where my research was located without her enthusiasm, and excellent support this thesis would hardly have been completed

In addition, I would like to thank the students there for their active participation

me that have made me who I am They have encouraged me to explore new directions

in life, and seek my own destiny This journey would not have been possible if not for them

TABLE OF THE CONTENT

STATEMENT OF AUTHORSHIP i

ABTRACT ii

ACKNOWLEDGEMENTS ii

TABLE OF THE CONTENT iv

LIST OF TABLES vi

LIST OF FIGURES vii

CHAPTER 1: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims of the study 3

1.3 Research questions 4

1.4 Methodology 4

1.5 Scope of the study 4

1.6 Significance of the study 4

1.7 Thesis outline 5

CHAPTER 2: LITERATURE REVIEW 6

2.1 A brief overview of foreign language teaching in Vietnam 6

2.2 Theoretical background 7

2.2.1 Definition of motivation 7

2.2.2 Importance of motivation in second/foreign language 8

2.2.3 Language learning motivation 10

2.2.3.1.Socio-Psychological Perspective: Gardner’s Socio-Psychological

Theory of L2 ……… 10

2.2.3.2 Cognitive revolution: 16

2.2.3.2.1 Self-Determination Theory……… 16

2.2.3.3 Goal Theories 24

2.2.3.4 Attribution Theories 26

2.2.3.5 Factors that affect motivation in second language learning 27

2.3 Previous studies 31

CHAPTER 3: METHODOLOGY 34

3.1 Participants 34

3.1.1 General demographic information about students……… 34

3.2 Research instrument 347

3.3 Data collection 38

3.4 Data analysis 38

CHAPTER 4: DATA ANALYSIS AND DISCUSSION 40

4.1 Data analysis 40

4.1.1 Students’ motivation 40

4.1.2 Results from open-ended questions 49

4.2 Discussion 53

4.2.1 Research question 1 53

4.2.2 Research question 2 54

CHAPTER 5: CONCLUSION AND RECOMMENDATION 56

5.1 Summary of the study 56

5.2 Recommendations 567

5.3 Limitations of the research 59

5.4 Suggestions for further research 59

REFERENCES 61

APPENDICES 75

Table 3.3

English scores among different groups of participants……… Spending hours of learning English in a week besides class hours of grade 12 students

35

36 Table 4.1

Table 4.2

Interpretation of score results in terms of motivation levels… Descriptive statistics of 4 types motivation of grade 12 students (100 participants)

40

41 Table 4.3 Descriptive statistics of integrative motivation items 42 Table 4.4 Descriptive statistics of instrumental motivation items 43 Table 4.5 Comparative analysis of motivation degree between the two

groups 44 Table 4.6 Descriptive statistics of intrinsic motivation of items 46 Table 4.7 Descriptive statistics of extrinsic motivation of items 47 Table 4.8 Comparative analysis of motivation degree between the two

groups 48 Table 4.9 The main factors affecting students learning English 52 Table 4.10 Mean comparison of types of motivation among the

participants 53

LIST OF FIGURES

Figure 2.1 Socio-Education Model of Second Language Acquisition

(Gardner, 2006) 16 Figure 2.2 Types of Motivation in Self-Determination Theory 24 Figure 2.3 General Model of Goal Setting Theory (Lunenburdg, 2011) 26 Figure 3.1 English learning result of 100 grade 12 students in the previous

semester 36 Figure 3.2 English learning result of 52 grade 12 English major students

in the previous semester (2 classes of English major) 37 Figure 4.1 Descriptive statistics of 4 types motivation of grade 12 students

(100 participants) 41 Figure 4.2 Integrative and instrumental motivation of English major

students and non-English major students 45 Figure 4.3 Intrinsic and extrinsic motivation of participants of English

major students and non-English major students 49

CHAPTER 1: INTRODUCTION 1.1 Rationale

Today, English is the most widely spoken language in the world therefore

English has become a global language Thanks to the “Open-door” policy or in other

word-Reform policy in 1986, English has been widely chosen as a foreign language

in Vietnam because there have been English-speaking people coming to, visit or work

in Viet Nam Therefore, Vietnamese needs to acquire an English level proficient enough to communicate effectively in a global working environment To catch up with globalization trends, nowadays English has been identified as an important and compulsory foreign language in most educational institutions in Vietnam by the Vietnamese government It has been highlighted in the legal documents issued by the Vietnamese government and the Vietnamese Ministry of Education and Training (National Foreign Language 2020 Project, or Project 2020) that most Vietnamese students to be able to use a foreign language, especially English, confidently in their study, daily communication, and work by 2020 Hence, the need for teaching and learning English is increasing rapidly

The Ministry of Education and Training has been taking a lot of action in an ambitious important reform education so that by the year 2020 all students will reach B1 level adopting CEFR standard after leaving high schools; however, a recent statistic on Vnexpress.net regarding national exams in Vietnam shows that 90 percent

of students had less than a five score in English from the 2016 national high school finals and only 8.8 percent students got higher than the average mark What are the causes to the figure?

According to researchers, there are many factors that affect the success of language learning, including motivation is considered the main cause contributing greatly in success of language learners Similar to language learning, the second language acquisition (SLA) literature is determined by a range of factors, including aptitude, intelligence and motivation (Dörnyei & Ushioda, 2011; Ellis, 1994;

Gardner, 1960) However, a large of research in SLA has found that motivation has

a great potential to enhance learners’ levels of second language proficiency (Brown, 2004; Dörnyei, 1998, 2001a; Ellis, 1994; Gardner, 2010; Gardner & Lalonde, 1985; Ushioda, 2006)

As we all know that English is important because it can help us express our opinions, hopes, and even our dreams People learn and use English for a variety of purposes such as social communication needs, getting a good job, getting a promotion, or study abroad However, almost learners have not succeeded in learning English because of their lack of motivation or having a low motivation The success,

or failure of a language learner to master second language (L2) depends on their motivation According to Jafari (2013), one of the factors influencing the success of the learners in learning English is the person’s motivation If students who have low motivation in learning, they will not want to learn English, or other subjects Many

educators consider motivation as “a key of a model of language learning

achievement” (Gardner, 1985; Spolsky, 2000; Elyildirim & Ashton, 2006) Brown

(1994) suggests that learners will be successful if they have appropriate motivation Dornyei (1994) also states that motivation is one of the important factors in studying

foreign languages “Motivation seems to be the biggest single factor affecting

language learners’ success” (Jafari, S.S (2013) According to Jafari, if learners have

good motivation in studying language, they will be more successful than the others who are only intelligent without good motivation Moreover, Dörnyei (2009: p 65)

also states that “Without sufficient motivation, even individuals with the most

remarkable abilities cannot accomplish long term goals” Therefore, teachers play a

relevant role in this process as they should know how to motivate students Thus, as

a teacher, we need to know the students’ motivation in learning and help them to build motivation intrinsically and extrinsically Specially, by understanding learners’ motivation can help teachers to design lessons, or apply pedagogical methods more appropriate than in teaching English that nourish, capitalize on the motivation of each student, and improve teaching quality These will help students establish the right

goal to enhance their learning English well

Moreover, motivation is considered as one of the most important factors in learning English Motivation can also be classified into different categories, depending on different theories of language learning In addition, it can be classified into two subcategories, namely the motivation to integrate with the target language community, or the language is only a mean to an end (integrative and instrumental motivation) According to Self-Determination Theory, it can be intrinsic motivation and extrinsic motivation Furthermore, motivation is perceived by Goal Setting Theories to consist of internal and external aspects; or two types, performance, and mastering oriented goals according to goal orientation theories The two categories, internal, and external reasons given by Attribute Theories are also another way of classification Classifying motivation is to more easily determine the learners’ motivation, and the way to boost their incentives of learning That is also the reason why there have been, recently, a lot of studies revolving around this topic This study, mainly, based on the Socio-Educational Model, and Self-Determined Model This means that instrumental, and integrative motivation and intrinsic and extrinsic motivation are theoretical basis of the research

In my experience, I realize that motivation in studying English of high school students is very important and not be separated in teaching English For the mentioned

reason, I would like to conduct a study on “An investigation into high school

students' motivation to study English”

1.2 Aims of the study

This study aims at investigating high school students’ motivation to study English at Huynh Man Dat High School for the Gifted in Rach Gia City, Kien Giang Province Specifically, was carried out to:

- Identify types of motivation of Huynh Man Dat High School for the Gifted

in studying English

1.3 Research questions:

This study is guided by the following questions:

1 What types of motivation exist among students at Huynh Man Dat High School for the Gifted? And which types of motivation are dominant?

2 Are there differences about motivation between English major students, and non-English major students? And what are they?

1.4 Methodology

This study utilizes descriptive-quantitative method in which information was collected through the use of the modified motivational survey questionnaire which was adapted from Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) to answer the research questions The survey data will be analyzed statistically, using computer software, Microsoft Excel The results will be presented in the form of percentage, frequencies, and some mean scores The study was conducted in Huynh Man Dat High School for the Gifted Student, and the respondents of the study were

100 of grade 12 students

1.5 Scope of the study

This study only focused on investigation of the motivation of learning English

of grade 12 students (major and non-English major students) at Huynh Man Dat High

School for Gifted Students

1.6 Significance of the study

The result of the study will reflect a full picture of Huynh Man Dat High School for the Gifted students’ motivation in English learning consist of quality of students in English learning, and teachers’ methodology The purpose of the survey of grade 12 students is to know that are they aware of the importance of learning a foreign language, and its application in the future or not? And how to set up a clear goal to achieve their goals in studying language Many studies prove that when students find

a learning task interesting, engaging, meaningful, and useful, they tend to be highly motivated to carry it out About theory, the result of this study will help to verify that whether or not there is any coincidence with the results of previous studies The result

of the study will help teachers can better understand students’ motivation in English learning by selecting appropriate methods to improve their students’ motivation Besides, this research helps managers and policy makers adjust their programs

of study, and learning materials to make a more appropriate material with the hope

of improving the quality of the teaching and learning English at Huynh Man Dat High School for Gifted Students For me, the result of the study will be a great and precious lesson because it is a basic preparation to help me have the necessary experience to carry out other relevant studies

1.7 Thesis Outline

The study consists of five chapters

Chapter 1: Introduction, will present the rationale for the study, aims, scope,

research questions, methodology, significance of the study, and chapter outline Chapter 2: Literature review, will present the background of motivation in studying English

Chapter 3: Methodology, will discuss the context of the study, the informants and data collection instruments

Chapter 4: Data analysis and discussion, will analyze the results through relevant statistics, the findings of the study, and the discussion of the results

Chapter 5: Conclusion and recommendation, will conclude the main points of the study, give some suggestions for teaching and learning, points out the limitations

of the study, and make some suggestions for further research

CHAPTER 2: LITERATURE REVIEW

2.1 A brief overview of foreign language teaching in Vietnam

From 1975 and 1986, Russian is the main language of the foreign country in Vietnam At the end of the 1980s, with influence decreasing of Russia and the impact

of globalization in higher education refers to the use of English as the lingua franca for the science communication; development of information, and communication technologies, international laboratory for our market researchers and research integration (Altbach & Knight, 2007) The period from 1986 to the present English replaced Russian became a compulsory subject in the education system and it has been grown rapidly and expanded in Vietnam Thanks to the open-door policy, English was taught as the first foreign language in schools, universities and the language centre the evening across the country In 1994, the Government of Vietnam has signed an Order No 442/TT to require that all government officials had to learn a foreign language, preferably English, because the government hopes English will become the most popular foreign language (No 442/TT, 1994) Besides, since 2003, the MoET has placed on English in the elementary education curriculum English is taught from third grade with 70 hours a year because the government expected that the students out of the school, they are able to communicate in English at the novice level, knowing the basic linguistic properties of the language, and introductory information about the cultures and people of some English-speaking countries (MoET, 2003b)

The Government of Vietnam would like to see most Vietnamese students graduating from secondary school, vocational schools, colleges, and universities can use a foreign language in daily communication Therefore in 2008, an ambitious

project entitled “teaching and learning of foreign languages in the national education

system, 2008-2020 period” had been ratified, and put into force, demonstrating a

strong will of Vietnam to make “foreign languages an advantage for Vietnamese

people, serving the cause of industrialization, and modernization for the country”

(The Government, Decision No 1400/QĐ-TTg, 2008) This project indicated that English was identified as the most important foreign language besides the other language (MoET, 2008b; Nguyen, 2003) MoET’s National Foreign Language 2020 Project, or Project 2020 for short was established in 2010 to implement this national renovation The project aimed to reform the teaching, and learning of foreign languages at all educational levels in Vietnam The Vietnamese government’s prioritizing English over other foreign languages can be seen in many different ways, such as reforming English course books for students from grades 3 to 12 (aged from

9 to 18 years), implement an extensive English language program in which the class hours by increasing English learning, under Project 2020, a workforce with at least level 4 of English competence on the Common European Framework of Reference’s scale by the year 2020

It is expected that by 2020 policies will be implemented, including adopting the Common European Framework of Reference (CEFR), and establishing a Language Proficiency Framework for Vietnam The CEFR was selected because MoET needed

a guideline to measure, and get accessible language proficiency The CEFR provides

a guide in setting the curriculum, teaching and learning practices, and evaluation People think that in order to promote democracy, and accountability in education It

is considered friendly to the teacher, with there being an abundance of supporting teaching and research material, it also empowers students to have more independence than in learning When the CEFR is used widely in Europe and beyond, it is an ideal standard to apply appropriately in Vietnam

2.2 Theoretical background

2.2.1 Definition of motivation

Motivation is something that inside internal to human being It drives human beings to act for the satisfaction of their needs and achieving a goal Oxford Advance

Learners’ Dictionary defines “to motivate” means “to make somebody want to do

something, especially something that involves hard work and effort” According to

Maehr (1984), motivation is critically important in all human affairs, and motivation and learning are inextricable Gardner (1985) states that motivation consists of four factors such as goal, effort, desire for achieving the goal, and positive attitude to the

activities mentioned Brown (1994) states that “Motivation is commonly thought of

as an inner drive, impulse, emotion, or desire that moves one to a particular action”.(p 152) Williams and Burden (1997: 120) who see motivation as “a state of cognitive and emotional arousal, a state which leads to a conscious decision to act and gives rise to a period of sustained intellectual and/or physical effort” Ames &

Ames (1989) also define motivation is the impulse to create and sustain the intentions and actions for searching goal Deci and Ryan (1985) state that motivation concerns

the “why” question in behaviour and Deci’s (1995) “Why we do, what we do” In contrast, according to Maehr (1984), the study of human motivation “begins and ends

with the study of behaviour” (p 132) In addition to The Oxford Online Dictionary

also defines motivation as the “desire or willingness to do something” (Motivation, 2014) According to Gardner (1985: 10), motivation is “the extent to which the

individual works, or strives to learn the language because of a desire to do so and the satisfaction experienced in the activity” Moreover, Oxford and Shearin (1994)

state that motivation determines the active participation of individuals in learning

second language Shearin (1994) states that “Motivation determines the extent of

active, personal involvement in L2 learning” (p 12) Motivation does not seem to

have a particular definition; different people will define motivation from different views Thus, the most important thing for the language learner is that motivation is a key

2.2.2 Importance of motivation in second/foreign language

It is common to hear saying “Given motivation, anyone can learn a language”

Successful learning is closely related to motivation, as cited in Houston (1985) motivation is something that causes a person to act Then, Brown (2001) added that motivation is the extent to which you make choice about goals to pursue, and the effort you will devote to that pursuit Gardner and Lambert (1972) illustrated that

motivation to learn a language is grounded in positive attitudes toward the language community, and in a desire to communicate with valued members of that community, and become similar to them Moreover, Gardner (1985:45) showed that motivation refers to the combination of the effort plus desire to the achieve the goal learning the language plus favourable attitudes toward learning the language According to

Gardner (1985:P10), motivation for language learning as “the extent to which an

individual works or strives to learn the language because of the desire to do so and the satisfaction experienced in this activity” Some experts believe that students with

positive attitudes, and high level motivation will be more successful compared to those with negative attitudes, and no motivation, cited in Thang (2011) It can be said that students who lack of motivation will not be encouraged to achieve success in learning The highly motivated learners with self-confidence, a good self-image, and

a low level of anxiety are better equipped for success in second language learning (Krashen, 2002)

Thus, motivation is important because it determines the level of participation and the positive attitude of students towards learning It is interesting to know that many researchers have considered motivation is one of the main factors determining success in the development of second language/foreign language McDonough (1981) also believes that motivation has an important influence to the success, or failure of language learners In addition, motivation is curiosity, the desire to be encouraged, and have new experiences Therefore, if learners are motivated in learning language, they will certainly succeed The same idea in different word, Spolsky (1990, p 157) also states that motivated students can learn more and more quickly than less motivated students In a particular learning situation, less motivated students may lose their attention, misbehave, and cause discipline problems On the other hand, higher motivation students will actively participate and pay more attention to a specific task or learning activity In sum, motivation plays an important role in success and failure in studying second/foreign language

Researchers classified motivation into different categories It was depended on

the different theories of language learning It can be classified into two categories That is named the motivation to integrate with the target language community, or the language is only a mean to an end (integrative and instrumental motivation) According to Self-Determination Theory, it can be intrinsic motivation and extrinsic motivation The final goal of motivational classification is to more easily identify the learners’ motivation, and the way how to boost their learning motivation This study is mainly based on both the Socio-Educational Model, and the Self-Identified Model It means that the two major categories, instrumental, integrative motivation, and intrinsic, extrinsic motivation, and internal, external motives are the theoretical basis of this research

sub-2.2.3 Language learning motivation

Language learning motivation was looked into on the basis of a behavioural

framework to work out “what moved a resting organism into a state of activity”, with

heavy reliance on concepts such as instinct, drive, need, energisation, and homeostasis (Weiner, 1990) However, this does not relate much to the educational issue Moreover, the appearance, and advance of another approach, cognitive approach led to a shift to why students engage in the academic tasks There are several following that influent models in the language learning motivation

2.2.3.1 Socio-Psychological Perspective: Gardner’s Socio-Psychological Theory of L2 Motivation

The social and cultural impact on language learning, the initial studies on motivation were carried out by social psychologists Among several models proposed during the sixties and eighties, the most influential model was Socio Educational Model (Gardner, 1985) Gardner and other psychologists such as Lambert and Clément (1959, 1985), are widely recognized as the founders of L2 motivation

research According to Gardner (1985), motivation is defined as “combination of

effort plus desire to achieve the goal of learning the language plus favourable attitudes towards learning the language” The social psychologists state that learning

a second language “must be viewed as a central social psychological phenomenon”

(p 193), and there is a difference from learning academic subjects such as Maths and Physics According to Gardner and Lambert (1972), they argued that motivation to learn a second language distinguishes itself from motivation to learn other subjects They reasoned that a second language learner not only learns new knowledge, such

as grammar and vocabulary, this learner needs also show willingness to be integrated with the community speaking this second language As Gardner’s Socio- Psychological Theory of L2 motivation is one of the few theories which explicitly discuss types of motivation and his and colleagues’ Socio-Educational Model

comprises the “motivational intensity” construct (Dörnyei, 2001c), which related to

the present research program, these areas are discussed below According to Gardner and Lambert’s (1959) conceptualization of L2 motivation, individuals are motivated

to learn by either integrative or instrumental orientations While the former pertains

to the willingness to learn the second language in order to identify with the target language community, the latter refers to motivation to learn an L2 to gain pragmatic/utilitarian values such as obtaining a good job Gardner and Lambert’s (1959) research findings highlighted that integratively-oriented students expended more effort in learning a second language and were more successful in acquiring the second language than instrumentally-oriented students In other words, an integrative orientation played a more dominant role than an instrumental orientation While the

integrative-instrumental dichotomy had been “at the centre of L2 motivation research

for several decades” (Dörnyei & Ushioda, 2011, p 85) In his study, Gardner

mentioned two types of motivation: integrative motivation, and instrumental motivation

Integrative vs instrumental motivation

Gardner and Lambert (1972) classified motivation into integrative motivation and instrumental motivation The same perspective with Gardner and Lambert (1972), Dörnyei (1998) also states that motivation involves both instrumental, and

integrative motivation They gave the definition of integrative motivation as follows:

integrative orientation is interested in learning the second language due to sincere

concern of learners for the humanity, and culture belong to the second language This

motivation occurs when a learner tries to, or has a desire to learn, and integrate herself/himself into the culture of the second language group, or the target language, and become involved in social interchange in that group Crookes and Schmidt (1991)

claim that “ Integrative motivation is defined with positive attitudes toward the target

language group, and the potential for integrating into the group, or at least an interest in meeting and interacting with members of the target language group” (p

472) Norris-Holt (2001) also states similarly that integrative motivation shown a positive attitude of learners towards the target language, and wants to integrate into

the language community Shaw (1981) states that since English is learned, and

considered as a foreign language, or an international language, and integrative motivation plays a minor role in the popularity of English According to Finnegan's (1999, p 568), this motivation is the foundation to help learners achieve success in vocabulary, and pronunciation like native speakers Integrative motivation is

concerned as a broad term with “positive interpersonal/affective disposition toward

the second language group, and the desire to interact with, and even become similar

to valued members of that community” Dörnyei (2005, p 5) That means openness,

and respect for the other cultural community such as their values, identities and ways

of life Cook (2001) points out that students may read literature, practice language, and thereby they are able to improve their language skills because of respect the target culture

Instrumental motivation is another construct of Gardner’s Socio-Educational Model According to the studies of Hudson (2000) and Lightbown and Spada (2000), instrumental motivation is the desire to achieve immediate, and practical goals from the second language learning With instrumental motivation, the purpose of the acquisition of language becomes more practical, such as requirements of school, or graduation from college, passing exams, and financial rewards, applying for jobs, asking for higher-paid based on language ability, reading technical documentation,

or achieve a higher social status, and so on Thus, instrumental motivation is related

to the benefits, which can be brought to a second language learner Ahmadi (2011) gave an example in his study about instrumental motivation: a designer in Chile who has just graduated from university, and wants to get a well-paid position which would result in changing his economic situation completely However, the job has one requirement which is a good command of English And the desiring job with a chance

of improving financial situation becomes an instrument for him to study English Dörnyei (2005) defines about instrumentality “perceived pragmatic benefits of

second language proficiency” (p 6) According to Dörnyei (2005), “ideal language

self-instrumentalities” are divided into two types: promotion vs prevention

“Instrumental motivation with a promotion focus (e.g To learn English for the sake

of professional advancement) are related to the ideal self, whereas instrumental motives with a prevention focus (e.g Study in order not to fail the test) are parts of the ought self” (p 103) The procedure, and outcome of learning can be affected, and

controlled by these two types of motivation

Ellis compared these two types of motivation with each other, Ellis (1994) states that integrative motivation is the best and perfect motivation because he believes that

it is more competent and well-organized If students don’t have the instrumental, or integrative motivation, they will face with problems, and difficulties in learning and gaining knowledge of a second language in the classroom, or another saying that

learning the language would be difficult for them (Cook, 2000) Ellis (1997) claims

that in some research instrumental motivation has been only seemed as a significant factor, whereas it is linked to successful second language acquisition Generally, students select instrumental reasons more frequently than integrative reasons for studying of the language Oxford (1996) defines that instrumental motivation plays the meaningful role to the learner who has had limited access to second language

culture, or foreign language settings In addition, Dornyei (1996) also states that it is

more important for instrumental motivation, and the learners' need for getting achievement than the integrative motivation

From another perspective, Gardner and Lambert (1972, as cited in Ellis, 1997) seem that integrative motivation is more important than instrumental motivation in a formal learning environment Moreover, integrative motivation is superior to instrumental motivation for predicting the success of second language learning (Gass and Selinker, 2001) Unlike above studies, according to Brown (2000), he claims that both integrative, and instrumental motivation are not necessarily mutually exclusive, learners rarely select one form of motivation when they learn a second language, but

rather a combination of both integrative, and instrumental motivation There is no

doubt that both integrative, and instrumental are basic, and essential elements in

language learning that make success in the process of learning foreign languages In

particular, integrative motivation is considered that it can maintain long-term success

of learners Instrumental motivation can cause success for learners when learners do not have the opportunity to use the target language, they will not have the opportunity

to communicate with members of the target language group However, different types

of motivation are to lie on a continuum, and the concern is the degree of intensity The language learner might have neither type of motivation For example, the possible situation could be when a language learner in order to go abroad both for working, and living Gardner (2001) claims that a person who cannot be considered neither integrative motivation, nor instrumental motivation It means that when somebody learns a second language because of good grade This is just a reason for learning, and cannot be categorized as any kind of motivated individual

In short, both integrative and instrumental motivations are mutually inclusive Most situations in learning language involve a mixture of each type of motivation at

the same time Therefore, it is difficult to point learning language success to certain

integrative, or instrumental causes However, the importance of integrative, and instrumental motivation depends on situations or contexts, whether learning language

functions more as a foreign language, or as a second language

Gardner and Lambert themselves also put more emphasis on integrative motivation than instrumental motivation in a formal learning environment

Socio-Educational Model consists of several components, and they are measured using Attitude/Motivation Test Battery (AMBT) The first component, attitudes towards the learning situation refers to the individual’s attitudes towards academic environment, including towards teachers, and towards the course Meanwhile, the integrativeness is valued based on the attitude towards the target language group, the interest in the language and integrative orientation And finally, motivation is evaluated based on the effort spent on learning the language, the attitudes towards learning the language, and affinity to learn the target language He made it clear that orientations concern the reasons a learner studies the target

language, while motivation relates to his spent “effort”, desire, and enjoyment

However, the theory also encountered a lot of criticism, mainly because the confusion

in the definition of integrative motivation, which can be perceived differently by different researchers A reason can be classified instrumentally by some, but can be regarded integrative by others The second important aspect of Gardner’s Theory is the Socio-Educational Model of second language acquisition (SLA) The Socio-Educational Model aimed to represent the role of various individual difference characteristics of the students in second language learning According to Gardner’s (2006), most recently adapted version of Socio-Education Model of second language

acquisition (see Figure 2.1), motivation is made up of effort (motivational intensity),

desire to learn the L2, and attitude towards learning the L2

A motivated L2 learner displays all these elements in learning a second

language Motivation is supported mainly by “integrativeness”, and “attitudes to L2

learning situation” (Gardner, 2010)

Figure 2.1 Socio-Education Model of Second Language Acquisition (Gardner, 2006)

2.2.3.2 Cognitive revolution:

2.2.3.2.1 Self-Determination Theory

Self-Determination Theory (SDT), developed by Deci and Ryan (1985; 2002)

in mainstream motivational psychology, is considered one of the most comprehensive, and dominant theories of human motivation (Schunk, Pintrich, & Meece, 2008) And then it elaborated by researchers all over the world, and concerned with supporting people’s innate and natural tendencies so that they can act in effective ways (Deci, 1980a, 1980b; Deci & Ryan, 1985) Its central premise is there is a tendency in each individual towards personal growth, which is either met or prevented by the environment (Deci & Ryan, 2000) SDT embraces an organismic, and dialectic perspective of viewing human motivation By organismic, Deci and Ryan (1985, 2012) propose that humans are active living creatures who can use their innate ability/propensity to interact effectively with the environment, and other

Other support

Motivation:

Effort (motivational intensity)

Desire to learn the L2

Attitude towards the L2 Language

aptitude

Aptitude to L2

learning situation

Second language achievement

integrativeness

Other factors

people in order to grow, and develop a more elaborated, and unified system of self The current research program employed Self-Determination Theory (SDT) to explore students’ motivation to learn English as it is argued that SDT may provide a sound theoretical perspective to investigate the intricate layers of L2 motivation (Ma, 2009) According to SDT, motivation can be classified broadly as intrinsic motivation, and extrinsic motivation

Intrinsic vs extrinsic motivation

According to Deci and Ryan's (1985) Self-Determination Theory, learning motivation is classified that based on different motives, or goals And they classified learning motivation into two basic types such as intrinsic motivation, and extrinsic motivation Intrinsic motivation motivates learners to carry out activities that are based on true love, and satisfaction in that activity Extrinsic motivation motivates learners to conduct activities that bring them specific results for the learner, such as good grades, praise by others Moreover, Harmer (1994) also divides the motivation into two categories According to him, intrinsic motivation involves elements within the classroom Extrinsic motivation includes factors that influence outside the classroom, such as the need to pass the exam, the expectation of receiving financial rewards, or the ability to travel in the future In addition, intrinsic motivation is the inner traits that learners bring to the learning environment: attitudes, beliefs, needs, and personal factors On the contrary, extrinsic motivation comes from outside the individual learner, and involves extrinsic environmental factors that help shape the behavior of the learner

Ryan and Deci (2000) define that intrinsic motivation is as “The doing of an

activity for its inherent satisfaction rather than for some separable consequence When intrinsically motivated, a person is moved to act for the fun or challenge entailed rather than because of external products, pressures or reward” Intrinsic

motivation is enhanced when teachers allow more autonomy to learners (Noels, 2001) In educational research, there are three types of extrinsic motivation

(Vallerand et al, 1993) The first type of extrinsic motivation is “external regulation”,

which is the least self-determined, and is characterized by undertaking a learning task

in order to achieve a reward, or avoid punishment The second type of extrinsic

motivation is “introjected regulation”, which is more self-determined than external

regulation, and refers to carrying out an academic task in order to avoid feelings of shame, or guilt, or in order to seek approval of significant others such as teachers

The third type, “identified regulation” can be recognized when an individual carries

out a task because this person values the task Identified regulation is the most determined extrinsic motivation Extrinsically motivated learners are who try to achieve some instrumental end, such as, earning a reward, or avoiding a punishment

self-Extrinsic motivation is defined as “self-Extrinsic motivation is a construct that pertains

whenever an activity is done in order to attain some separable outcome” According

to Ryan and Deci (2000), extrinsic motivation thus contrasts with intrinsic motivation, which refers to doing a simple activity for the enjoyable activity itself, rather than its instrumental value Generally, Deci and Ryan states that intrinsically

motivated behaviours are “out of interest and satisfy the innate psycho-logical needs

for competence and autonomy are the prototype of self-deter-mined behaviour”

Meanwhile, extrinsically motivated behaviours refer to those that are “executed

because they are instrumental to some separable consequence” Oudeyer et al

(2007) illustrated for intrinsically and extrinsically motivated as follows A child does his homework because he is afraid that his parents will punish him if he doesn’t do

it That means the homework is done for a separable outcome, for not being sanctioned In this case, he is extrinsically motivated On the other hand, when the kid completes his task since he finds the pleasure, and experience the feeling of satisfaction upon discovering new knowledge in doing homework, just like playing video game, he is said to be intrinsically motivated Moreover, Quinn (1985) classified motivation into intrinsic, and extrinsic She stated that if someone intrinsically motivated, he/she will perform the activity because he/she enjoy it Therefore, students learn English because they think English is necessary, they will

enjoy doing it Nevertheless, students learn English because they want to get certificate, they are extrinsically motivated In addition, Harmer (2007) states that external sources of motivation may come from the society students live in, people around them, and students’ natural curiosity The similar perspective with Ryan and

Deci (2000), Dörnyei (1998) defines that the terms “intrinsic and extrinsic

motivation” Intrinsic motivation refers to the motivation to engage in an activity

because that activity is enjoyable to do Extrinsic motivation refers to the actions that are performed to get some instrumental aims like earning a reward, or stopping a punishment Intrinsic motivation refers to the motivation to engage in an activity because that activity is enjoyable, and satisfying to do Intrinsic motivation is the eagerness and interest to do, and take part in some certain activities because an individual feels that he/she is attractive, and pleasant

Walker, Greene, & Mansell (2006) claim that students with intrinsic motivation are inclined to stay with intricate, complicated problems, gain knowledge from their slips, and mistakes Besides, intrinsic motivation is essential, and fundamental to the integration process through which elements of one’s accessible internal awareness, and knowledge are assimilated, or mixed with new knowledge On the other hand, extrinsic motivation, the propensity to take part in activities because of the reasons which do not link to the activity According to Vansteenkiste, Lens, & Deci (2006), these reasons can be the anticipation of reward or punishment, like being successful

in the exam, or getting a good mark Pintrich & Schunk (1996) point out, those are extrinsically motivated to perform, and do affairs as they think that their contribution will cause enviable results like a reward, teacher admiration, or prevention of punishment Both integrative and instrumental motivations are also grouped under the branch of the extrinsic motivation When a student learns because he is promised rewards, or because he wants the rewards, he will be highly motivated to come to class, and learn and achieve the goal that is set for him However, when these rewards are taken away, or sometimes even if they do not see any punishment, the student will not be interested in coming to class, and learn the language any longer There are no

negative impacts in having intrinsic motivation In addition, intrinsic motivation pushes the student to learn without rewards, because the need is innate, or come from inside, or depends on their own will Teachers don’t have many effects on students’ intrinsic motivation for the students are from different backgrounds, and the only way

to motivate students is by making the classroom a supportive environment

(Lightbown and Spada, 1999, p 56-57) “Intrinsic motivation is the motivation to be

involved in an activity for its own sake” (Paul Eggen& Kauchak Don, 2005:398)

“Extrinsic motivation is a standing invitation to students to adopt a surface approach” (Biggs, 2002:61)

The students focus on their performance and the value or the importance that they attach to the outcome According to Paul Eggen & Kauchak Don (2005: 349),

“Extrinsic motivation is characterized as the motivation to engage in an activity as a means to and end” At the same time, the junior middle school students’ learning

motivation are influenced by the intrinsic motivation, and extrinsic motivation, but extrinsic motivation affects mainly An Min (2010) states that the dominated intrinsic motivation, including curiosity, thirst for knowledge, interest, and competition, etc the dominated extrinsic motivation, including current incentives, strengthening attract, desperate for peer recognition, and admiration According to Ushioda (1996), students with intrinsic motivation can experience greater pleasure, and emotional involvement because the rewards generated from intrinsic motivation are usually positive feelings such as enjoyment, pleasure, satisfaction, and self-indulgence and students can be always motivated by those internal rewards from the learning itself

to persist learning While students with extrinsic motivation, they may work efficiently in the short term in response to external rewards, and incentives, but their motivation is unlikely to sustain itself autonomously if the learning experience does not generate internal, or intrinsic rewards Those students who work for extrinsic rewards are comparatively passive because if the external reinforcement is not available, they have no reason to do it and they may remain stagnant The intrinsic, and extrinsic motivations provide us another perspective to understand the source of

motivation Oxford (1996) claims that this model is not meant to replace the integrative-instrumental distinction, but rather to complement it This internal- external distinction plays a significant part in many current theories of motivation However, it is difficult to consider motivation as something that is either simply internal, or external to the learner Similarly, the learners with the same integrative motivation can show vast differences of intrinsic, and extrinsic motivation According to Brown (2000), he indicates the relationship between these two kinds of motivation As extrinsic motivation may turn out to be integrative motivation if someone else wants the L2 learner to know the L2 for integrative purposes; extrinsic motivation may turn out to be instrumental motivation if an external power wishes the L2 learner to learn the L2 language Moreover, intrinsic motivation can turn out

to be integrative motivation if the L2 learner wants to integrate with the L2 culture; intrinsic motivation can also turn out to be instrumental motivation if the L2 learner wishes to gain aims using L2 Likewise, learners with the same integrative motivation can indicate great differences of intrinsic and extrinsic motivation Intrinsic and extrinsic motivation is relevant to integrative and instrumental motivation in relation

to L2 language learning On the other hand, Hayamizu (1997) states that intrinsic and extrinsic motivation is not bipolar, and antagonistic, but rather is located on a continuum of motivation types Ushioda (2008) points out intrinsically motivated learners are likely to display much higher levels of involvement in learning, and use

a wider range of problem solving strategies, indicates instances in which extrinsic motivation is said to disrupt the development of intrinsic motivation, one of which is when rewards are given to learners if they have done the task regardless of receiving something in return (Sime, 2006) Biggs (1985) states that intrinsic motivation is an important part of the relationship between metacognitive approaches to learning, and academic success Moreover, a number of researchers, and theorists have contended that intrinsic motivation correlates more closely with language learning success than extrinsic motivation, but a learner's total motivation is most frequently a combination

of extrinsic, and intrinsic motivation External rewards can either increase, or

decrease intrinsic motivation, depending on how they affect self-efficacy In short, intrinsic motivation, and extrinsic motivation are not mutually exclusive, but they are mutually reciprocal In fact, most learners have an incentive to learn English that comes from both external, and internal causes Intrinsic, and extrinsic motivation is relevant to integrative, and instrumental motivation in relation to L2 language learning

Although SDT highlights that humans are active, and able to use their innate tendency to interact with the environment to grow and develop, it also maintains that social factors (e.g., significant people such as parents) may facilitate, or undermine this natural process (Deci & Ryan, 1985) Specifically, SDT hypothesizes that social factors may influence people’s motivation through the mediation of three basic psychological needs (autonomy, competence and relatedness) Specifically, social factors that support the attainment of these needs are said to lead to increased intrinsic motivation, and identified regulation, while those that undermine these needs are said

to lead to increased external regulation, and amotivation

In general, according to Deci and Ryan, intrinsically motivated behaviours are

“out of interest and satisfy the innate psycho-logical needs for competence and autonomy are the prototype of self-deter-mined behaviour” Meanwhile, extrinsically

motivated behaviours refer to those that are “executed because they are instrumental

to some separable consequence”

According to Pelletier, Fortier, Vallerand, & Briere (2001), non-motivated individuals are unaware of the relationship between their actions, and their outcome Such individuals may have less sense of integration, and less control over their actions, and therefore less effort to complete the task The first type of external motive, external regulation, is autonomy at least, made to meet external requirements, or to obtain an

“exceptional bonus” The second type is the interpolation rule that learners “start to internalize their reason for action” (Ryan, 1982) However, this is internal to “external backup”, and therefore is not really self-determining In this case, the constraints or

rewards do not originate from outside, but from within individuals when they feel obliged to do so for a specific purpose Ryan is also illustrated by a case in which the student believes he, or she had studied the night before the exam because he would feel guilty if he did not do so An autonomous type rather than identity based on the individual's desire to improve their self-esteem This can be explained as follows: an individual accepts certain types of regulations because he has decided to pursue his, or her personal importance, or behaviour In a review, Deci and Ryan (2000) give an

example: “A boy misses a spell list because he regards it as related to writing, which

he judges to be a target” Live, determined from the value of this learning activity The

most self-contained type is integrated at a level that one is willing to do More specifically, its main focus is on how the motivation fits with his values and the belief how it gets along with other aspects of his life, which eventually leads to integration For example, a student may choose to leave other activities behind to study because for him studying well at school is very important In other words, according to Deci and

Ryan (2000), this happens when the regulations are “assimilated to the self” The more,

the regulations are assimilated, the more the motivated actions are self-determined According to Noels (2001), intrinsic motivation is improved when learners have more autonomy, receive encouraging feedback, and are less controlled by teachers The next category is intrinsic motivation The intrinsic motivation is described to involve three

kinds The first type is called “knowledge” which is the pleasure to learn new things, and obtain new knowledge The second subcategory is “accomplishment” which is the pleasure to achieve certain goals, and finally, “stimulation”, the pleasure gained when

they perform the task

Furthermore, according to SDT, people in all cultures have three basic psychological needs: autonomy (the need to have freedom of choice), competence (the need to feel capable of successfully completing the task), and relatedness (the need to feel cared for by other significant others) These three needs are hypothesized

by SDT to be predictors of motivation (Deci & Ryan, 1985, 2000) Research in second language acquisition has indicated

Figure 2.2 Types of Motivation in Self-Determination Theory

(Adapted from Ryan & Deci, 2000)

2.2.3.3 Goal Theories

The two influential Goal theories in studying motivation are goal setting theories, and goal orientation theory The former was developed by Locke and Latham (1990) Goals have two aspects, namely internal and external The internal aspects of the goals are the ideas that guide the goal obtaining process, and the conditions sought to refer

to the external aspect of the goals The theory assumes that there are two “cognitive

determinants of behaviour”: values and intentions (goals) And a goal is defined as

what the individual is consciously trying to do, which helps motivate people to perform

at the required levels to achieve the set goals What’s more, attaining the goal can result

in satisfaction, and further motivation; meanwhile, failure to accomplish may lead to frustration and lower motivation Relations among the characteristics of the goals can

be utilized to enhance the motivation for learners Firstly, goals should be specific: the more specific, the better Research states that specific goals could result in desirable

organizational goals, such as “reducing absenteeism, tardiness and turnover” (Locke

& Latham, 2002) Secondly, the more difficult the goal is, the greater the sense of

Identified Regulation

Amotivation Extrinsic

motivation

Intrinsic motivation

Introjected Regulation

Stimulation External

Regulation

Knowledge

Accomplishment Non-self-determined Self-determined/autonomous

achievement it brings about And the third feature is the commitment High commitment can be obtained if an individual believed in an important, and achievable goal The second theory is a goal orientation theory in academic settings, which distinguishes between mastery, and performance orientation Students may adopt different goals in their learning environment According to Fryer and Elliot (2008), the

goal is defined as “what a person plans to do in a particular achievement situation”

Sakiz (2011) also pointed out the revelation by several researchers that the set goals affect students’ motivation, emotion, strategy, utilization, learning, academic behaviours, and achievement According to this theory, students who set the former goal focus on increasing their knowledge, their capabilities, aiming to master the task itself, and are able to pursue challenging tasks Another subcategory is performance goals Different from the first type, learners with this type of goal mainly concern showing their ability in comparison with the other’s performance Williams (1997:

131) wrote: “Put simply, with performance goals, an individual aims to look smart,

whereas with the learning goals, the individual aims to becoming smarter” While

students with mastery goal orientation may attribute their success, or failure to controlling internal factor, those setting performance goals tend to blame the external elements such as luck, task difficulty for their failure (Dweck, 1986) In general, it has been studied that mastery oriented students tend to concentrate more on development, and understanding Such learners adopt more effective learning strategies, and would

be engaged in more challenging tasks Meanwhile, performance oriented students invest more effort in doing better than others, wishing to attract public recognition, compliment, and they employ less effective learning, and strategies as well as preferred easy tasks

For example, mastery oriented learners wish to master the subject matter, acquire new knowledge, and while students adopting performance approach goals tend to do

to be recognized by others

Satisfaction and further motivation

Figure 2.3 General Model of Goal Setting Theory (Lunenburdg, 2011) 2.2.3.4 Attribution Theories

This theory is about how people explain things, or why things happened, and that was an influential theory in the 1980’s According to William and Burden (1997), the theory is not based on the experiences people have but it looks into how the

experiences are “perceived” For example, within academic contexts, students may attribute their “locus of causality” (failure or success) to a wide variety of reasons,

which falls into two subcategories, namely external, and internal attribution, which means they see themselves, or others as the causes An external attribution accuses something outside of motivating the event while internal attribution ascribes the causality to factors within a person, meaning the people themselves are directly responsible for the failure or success The Attribution Theory proved significant in a classroom environment because it relates to motivation for language learning If a student attributes his failure to the uncontrollable internal factors, let’s say lack of ability, and then the motivation may easily decline or even disappear While he/she ascribes the failure to the controllable internal factors, for instance, his or her laziness, the motivation is likely to be improved without difficulty Nonetheless, there were not many studies regarding this theory since quantitative is not easily applicable in

Value

Emotion

and desires

Intentions (goals)

Directed attention Mobilized effort Persistence Strategies

Behavior

or Performance

Outcomes

such cases There were major findings drawn using qualitative studies On the other hand, Williams and Burden (1999) revealed that there were differences in the attribution among different age groups That is, younger learners attributed their successes to concentrating while the older ascribed their successes to ability, hard work

2.2.3.5 Factors that affect motivation in second language learning

Over the past decades, in general, researchers in the field of foreign language teaching, and English language teaching in particular has attempted to build the framework of L2 motivation which includes the components that make up learners’ motivation such as Gardner (1985); Dornyei (1994) see Table 2.1, and Williams and Burden (1997) see Table 2.2

Table 2.1 Framework of L2 motivation (Dornyei, 1994a)

LANGUAGE LEVEL

Integrative Motivational Subsystem

Instrumental Motivational Subsystem

LEARNING SITUATION LEVEL

Course- Specific Motivational Components

Interest Relevance Expectancy Satisfaction

Teacher-Specific Motivational Components

Norm & Reward System

Group Cohesion

Classroom Goal Structure

Table 2.2 Framework of L2 motivation (Williams and Burden, 1997) cited in Dörnyei, 2001a)

INTERNAL FACTORS

Intrinsic interest of activity

Arousal of curiosity Optimal degree of challenge

Perceived value of activity

Personal relevance Anticipated value of outcomes

Sense of agency

Locus of causality

Locus of control re: process and outcomes

Ability to set appropriate goals

Realistic awareness of personal strengths, and weaknesses in skills required

Personal definitions, and judgments of success and failure

Self-worth concern

Learned helplessness

Attitudes

To language learning in general

To the target language

To the target language community, and culture

Other affective states

Confidence

Anxiety, fear

Developmental age and stage

Gender

EXTERNAL FACTORS

Significant others

The nature of interaction with significant others

Mediated learning experiences

The nature and amount of feedback rewards

The nature and amount of appropriate praise

Punishments, sanctions

The learning environment

Comfort Resources

Time of day, week, year

Size of class and school

Class and school ethos

The broader context

Wider family networks

The local education system

Conflicting interests

Cultural norms

Societal expectations and attitudes

Williams and Burden (1997) present a framework of L2 motivation primarily based on issues relevant to educational psychology; the constituent components of L2 learner's motivation are described in more detail, and clarity According to William and Burden, the constituent component consists of internal factors and external factors Internal factors consist of the intrinsic interest of activity, perceived value of activity, sense of agency, mastery, self-concept, attitudes, and other affective states External factors consist of significant others, the nature of interaction with significant others, the learning environment, and society expectations and attitudes

Furthermore, teachers are seen as a part of external factors in the category of significant others, and interactions with teachers, including learning experiences, feedback, rewards, praise and punishments are also seen as relevant factors which may affect L2 learners’ motivation According to the authors, these factors have the interrelated relationship, and affect each other Besides, Oxford and Shearin (1994) also state further development of the framework for studying L2 motivation They claim that there were four causes for confusion in the study of L2 motivation They

were: “1 Absence of a consensus on a definition of L2 learning motivation; 2

Confusion surrounding motivation in second vs foreign language situations; 3 L2 research’s omission of some key motivational and developmental theories taken from many areas of psychology; and 4 Teachers’ lack of knowledge about their students’ real reasons for learning a language” (p 13) Although there are many frameworks

of L2 motivation, this study mainly based on the four categories, namely instrumental, integrative motivation, and intrinsic, extrinsic motivation are theoretical basis of the research This means that Williams and Burden’s (1997) framework of L2 motivation is the theoretical basis of the research to find out key factors that affect

to these students’ motivation when they studied at secondary school

2.3 Previous studies

There has been a great deal of research on the levels, and types of English language learning motivation (Qashoa, 2006; Kyriacou and Zhu, 2008; Choosri and Intharaska, 2011; Tahaineh and Daana, 2013; Che Mat and Yunus, 2014) The overall findings show that motivation is one of the main determinants affecting the success

of second/foreign language learning Qashoa (2006) investigated the students’ motivation of learning English language in the UAE secondary schools, and Kyriacou and Zhu (2008) examined the Chinese school students’ learning motivation All the findings of the following below studies showed that the degree of instrumental motivation was higher than the integrative one because students stated that with being proficient in English might lead to obtain a better job with higher paying Carreira (2006) investigated into motivation of learning English in Elementary Schools This