INTEGRATIVE VERSUS INSTRUMENTAL MOTIVATION IN LEARNING ENGLISH LANGUAGE AT TERTIARY LEVEL: A STUDY AT KHULNA UNIVERSITY, BANGLADESH

2016 ◽  
Vol VII (2(1)) ◽  
pp. 18-28
Author(s):  
Molla Azizur Rahman ◽  
◽  
Md. Nuruzzaman ◽  
Sanjoy Kumar Chanda ◽  
◽  
...  
Keyword(s):  
English Language ◽  
Tertiary Level ◽  
Instrumental Motivation ◽  
Learning English

scholarly journals The Role of Learners’ Motivation in English Language Learning at the Tertiary Level in Bangladesh

2020 ◽  
Author(s):  
Afroza Mili
Keyword(s):  
Language Learning ◽  
English Language ◽  
Study Data ◽  
English Language Learning ◽  
Tertiary Level ◽  
Integrative Motivation ◽  
Instrumental Motivation ◽  
Learning English

This study depicts the phenomena of learners’ motivation in English language learning at the tertiary level in our country. This study deals with whether learners are integrative or instrumental motivated. This study also focuses on which type’s motivation is effective for learners. For this study, data is collected through questionnaire from the learners at the tertiary level. The major findings of the study is that most of the learners are integrative motivated in learning English at their tertiary level. Most of the learners think integrative motivation is effective in English language learning than instrumental motivation. However, very few numbers of learners are instrumental motivated, which can be solve by understanding them about the effectiveness of integrative motivation.

scholarly journals Exploring Factors Causing Demotivation and Motivation in Learning English Language among College Students of Quetta, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 81 ◽  
Author(s):  
Maheen Sher Ali ◽  
Zahid Hussain Pathan
Keyword(s):  
College Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Motivating Factors ◽  
Course Content ◽  
Self Confidence ◽  
Quantitative Design ◽  
Instrumental Motivation ◽  
Learning English

The prime aim of this research was to determine both demotivating and motivating factors for Pakistani college students of Quetta in learning English language. A quantitative design was employed in which 150 freshman college students studying in three different disciplines: Pre-medical, Pre-engineering and I.C.S at Government Girls college students of Quetta, Pakistan were included. A demotivation questionnaire was adopted from the study by Sakai & Kikuchi(2009) consisting of one open-ended question and 35 close-ended items on six factors of demotivation: grammar-based teaching, teacher’s behaviour, course contents and teaching materials, effects of low test score, classroom environment and lack of self-confidence and interest. Additionally, a modified 20-items AMTB motivation questionnaire along with one open-ended question was adapted from the study by Gardner (1985) which identifies the integrative and instrumental motivation. The closed ended questionnaire was analyzed applying descriptive statistics in SPSS (version, 22) whereas content analysis was performed on narrative data extracted from open-ended questionnaire and was quantified to establish the order and rank of factors causing motivation and demotivation among students in learning English language. The findings revealed that course content and teaching material emerged as the most salient demotivating factor. On the other hand, instrumental motivation emerged as the most influential source of motivation among students. The findings have implication on both teaching and learning of English language in Pakistan. 

scholarly journals An Investigation of Collegiate Students’ Motivation and Its Impact on Attitude for Learning English as a Second Language at Government Degree College Mehar

2019 ◽  
Vol 5 (2) ◽  
pp. 41
Author(s):  
Mumtaz Ali Khokhar ◽  
Shoukat Ali Lohar
Keyword(s):  
Second Language ◽  
English Language ◽  
Parental Influence ◽  
Item Number ◽  
Parental Encouragement ◽  
Quantitative Design ◽  
The Mean ◽  
Instrumental Motivation ◽  
Positive Results ◽  
Learning English

Motivation is a great stimuli for learning (Schmid, Palminteri, Lafargue, & Pessiglione, 2010) and learning a second language involves integrative and instrumental motivation (Curral & Marques- Quenterio, 2009). Influences of motivation in interior Sindh, Pakistan, speak volumes of factors. This study investigates the motivation of collegiate students at Government Degree College Mehar for learning English as a second language. Furthermore, to know the factors instrumental or integrative that motivated students for learning English language, the quantitative design was employed to conduct the research. The questionnaire encompasses 20 close ended items which were adapted from Gardener’s AMTB. The questionnaire is based on 5 point Likert scale, and the data were collected from 180 participants at Government Degree College Mehar. Data were analyzed through SPSS. The findings reveal that highest mean of the item number (1) is (4.73) and it reflects participants are instrumentally motivated whereas they are less integrative motivated. The parental influence has also shown positive results. As it is evident from the item number (11) that excelled in mean of the above item as (4.21). The parental encouragement has boosted the interest as well as confidence of the children for learning English language. The students’ over all attitude for learning English language is found greater in the mean item number (9) as (4.42) which all support that instrumental motivation plays major role for learning English at Government Degree College Mehar. The study recommends that functional and practical courses should be added in syllabi to enable students to achieve their instrumental aim and objectives.

scholarly journals Motivation of Saudi Arabia Tertiary Level Students Learning English as a Foreign Language

2016 ◽  
Vol 4 (2) ◽  
pp. 70-84
Author(s):  
ABDULLAH AL MAMUN BHUIYAN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Elementary Level ◽  
English Language Learning ◽  
Tertiary Level ◽  
Educational Model ◽  
Saudi Arabian Students ◽  
Grade One ◽  
Learning English

In this paper the author focuses on the motivation of Saudi Arabian students in learning English at the tertiary level. To show the significance of motivation in this paper the author uses Gardner’s socio-educational model of SLA. It centers on government initiatives, parents’ inspiration, classroom atmosphere, and teachers’ inspirations at elementary and tertiary levels in English language learning. Here a questionnaire has been used to collect data. The attitudinal scale is used with close-ended questions on a four points Likert scale. In the survey it has been revealed that English should be taught from grade one at elementary level and qualified English teachers are required there. In terms of motivation it has been recognized that family awareness plays a crucial role. It is also found that parents should care about the language efficiency of their children rather than grades in examinations.

scholarly journals Students’ Attitudes towards the Use of Slovene as L1 in Teaching and Learning of Business English at Tertiary Level

2017 ◽  
Vol 14 (1) ◽  
pp. 95-112
Author(s):  
Nataša Gajšt
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English For Specific Purposes ◽  
Tertiary Level ◽  
Business English ◽  
English Only ◽  
Students Attitudes ◽  
Learning English

Over the past decades, the monolingual (English-only) approach to English language teaching and learning has prevailed. In recent years, however, the trend of using students’ first language (L1) in teaching and learning English as a foreign language has re-emerged. However, the research on the use of L1 in teaching English for specific purposes is far from extensive. The aim of this study was to investigate the use of Slovene as the students’ L1 in teaching and learning Business English at tertiary level. The specific objectives were to determine the students’ attitudes towards the teachers’ and the students’ use of Slovene during Business English lessons and the students’ use of Slovene in learning Business English. The present study was quantitative, with data gathered via a questionnaire. The results show that, on the one hand, there is some inclination towards the use of L1 both in class and during their study of Business English. On the other hand, the preference towards the use of predominantly (or exclusively) English in class is also present and is positively correlated with the level of students’ knowledge of English. The results are of value to English language teachers as they suggest the contexts in which students’ L1 could be used in the process of teaching and learning English for specific purposes.

scholarly journals Impact of Social Networking Sites on Students’ Learning English Language at Tertiary Level in Bangladesh

2021 ◽  
Vol 1 (1) ◽  
pp. 104-115
Author(s):  
A.K.M. Iftekharul Alam Chowdhury
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Social Networking Sites ◽  
Quantitative Research ◽  
English Language ◽  
Target Language ◽  
Tertiary Level ◽  
Learning Platform ◽  
The Impact ◽  
Learning English

With the advancement in technology, Social Networking Sites (SNS) are being used by millions of students in Bangladesh for various purposes. People use SNS for communication, interaction' sharing posts, photos, videos; creating blogs, sending messages, and for real time conversations (Zaidieh, 2012). Students can learn their target language through SNSs as these platforms engage students more and inspire them. Moreover, the usage of SNSs minimises learners’ fear and nervousness and authority of the instructor (Gilbert, Fiske, & Lindzey, 1998; Beauvois, 1998, cited in Millis, 2011). Moreover, an opportunity of interaction for both teachers and students is ensured through authentic tasks and materials which promote constructivist learning through meaningful communication (Woo, Herrington, Agostinho, & Reeves, 2007). This study has explored the impact of SNS in learning English at tertiary level. So, it focuses on the effects of Social Networking Sites in language learning platform, developing reading, writing, listening and speaking skills and creating ease to teachers and learners in English has been examined in this study. To investigate this, I implemented quantitative research method with 120 students studying Honour’s in English Language and Literature at Public, National and Private Universities. Forty students were selected randomly from each of the university category. All the students were surveyed by using close-ended questionnaire and later descriptive statistical method was used to analyse the data. Despite having hesitation of communicating with each other, it is clearly evident that students use SNS mainly Facebook to improve their language skills.

scholarly journals An Analysis of Learners’ Motivation and Attitudes toward Learning English Language at Tertiary Level in Turkish EFL Context

2017 ◽  
Vol 10 (4) ◽  
pp. 35 ◽  
Author(s):  
Zubeyde Sinem Genc ◽  
Fulya Aydin
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Quantitative Research ◽  
English Language ◽  
Tertiary Level ◽  
State University ◽  
Attitudes Toward Learning ◽  
Fields Of Study ◽  
High Level ◽  
Learning English

The purpose of this study is to investigate Turkish students’ (n=462) motivation and attitudes toward learning English as a foreign language at a state university in Turkey and the relation between their attitudes, motivation and the variables such as gender, parental involvement, their fields of study at university, and academic achievement. It was important to explore and comprehensively look at the issue through a range of variables because the findings of the previous studies have revealed inconsistent attitudinal profiles toward learning English language. The study adopted quantitative research paradigm and used a questionnaire for data collection. The results indicated that the participants’ instrumental and intrinsic motivation were at moderate level while the mean of parental involvement was at a high level. It was also shown that the learners’ attitude changed according to their gender, fields of study and academic achievement. Alternative solutions at individual and institutional levels have been proposed in order to develop motivation and more favourable attitudes toward learning English language, and to prevent the generalization of stereotypes, which may have great impact on the success of learning English language at tertiary level.

scholarly journals Motivational Factors that Influence English as a Foreign Language Learners at Quality Leadership University, Panama City, Panama

2020 ◽  
Vol 11 (4) ◽  
pp. 543
Author(s):  
Ricardo Roman Jr. ◽  
Aixa M. Nunez
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Instrumental Motivation ◽  
Learning English

Research in second language acquisition took off in the early 1970s. This study on integrative and instrumental motivation examined the correlation between the two forms in terms of second language acquisition, and the interest it has generated through continued research efforts in language learning. Research to date suggests a possible relationship between motivation and second language learning. The results obtained by this research were determined by two basic types of motivation which play a relevant role in second language acquisition, it also revealed which was the most prevalent motivational factor that influences students in learning English as a Foreign Language (EFL) at Quality Leadership University, Panama. Our objective was to prove that instrumental motivation is more prevalent among students learning English as a Foreign Language in Panama. Although cultural awareness is very much present in the EFL classroom, it too plays a major role with English Language Learners (ELLs). This is a quantitative research study which includes a questionnaire classifying twenty motivational statements into two types of motivation, integrative and instrumental. The study revealed that instrumental motivation was more prevalent among English language learners at Quality Leadership University, Panama. Albiet learning about new cultures has been the driving force with which students approach language learning and students in Panama are not the exception. We can thus conclude that instrumental motivation has been acknowledged as the significant factor by students surveyed and the interest in specific language learning for career advancement, whereas integrative motivation is linked to more general second language acquisition for the benefit of cultural integration.

Framing Syllabi For Developing English Language Proficiency Bridging Gaps In English Teaching At The Tertiary Level

2019 ◽  
Vol 5 (4) ◽  
pp. 9-13
Author(s):  
C. MONSINGH DANIEL
Keyword(s):  
Language Proficiency ◽  
Career Advancement ◽  
English Language ◽  
Global Market ◽  
English Language Proficiency ◽  
Educational Institutions ◽  
Tertiary Level ◽  
English Teaching

The English Language holds primacy in several levels of employment. This has drawn appeal towards the language as a valuable tool towards having an edge in ones skill set. Capitalizing on the image that English builds for ones employability and career advancement has become a trend set by employer and employee alike. It does indeed have its appeal in a global market, but its demand is due to the inability of educational institutions to provide verifiable and considerable output in students who are proficient in the English Language. Therefore the search for candidates with quality English skills is rather sparse in number. Attempts are of course made by academicians to change this reality but not to the level of a massive turnabout.

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