integrative motivation
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2022 ◽  
Vol 9 (1) ◽  
pp. 222-236
Fatin Nabila Abd Razak ◽  
Vahid Nimehchisalem ◽  
Helen Tan ◽  
Geok Imm Lee ◽  
Ain Nadzimah Abdullah

Gardner’s (1985) in his socio-educational model introduced the variable of ‘integrativeness’ as a construct that focuses on English as a Second Language (ESL) learners’ attitudes towards the native English community. Later, Yashima (2002) proposed ‘international posture’ as an affective construct that re-examined ‘integrativeness’. Research conducted to reach a common operationalisation of ‘international posture’ is very limited. Hence, our objective in this study is to determine the level of each measurement construct under the affective variable of International Posture as well as to validate the measurement constructs of this variable among Malaysian undergraduates. In this quantitative study, 540 undergraduate students from a public university were selected. These students responded to a questionnaire that contained the four measurement constructs. For analysing the data, we used Partial Least Square-Structural Equation Modelling (PLS-SEM). Our results have proven that the International Posture among Malaysian undergraduates is high, and the measurement constructs of this variable are valid and can be operationalised in the Malaysian English language learning context. The scale validated in the study can contribute to future studies on this variable in the Malaysian English language learning context. 

2022 ◽  
pp. 136216882110660
Li Xiang ◽  
Hyunjeong Nam

The study aimed to explore the evidence of first language (L1) mediation in second language (L2) word associations and the L2 learner-related factors affecting the extent of L1 mediation with the following approaches. First, different from previous research, word association tests (WATs) embraced both receptive and productive word associations in the study. Second, different from word-related variables such as cognates vs. non-cognates in previous research, the study examined learner-related factors. Third, it examined whether the methodological difference (receptive vs. productive test formats) may affect the extent of L1 mediation in L2 access. A total of 108 Chinese English learners varying in proficiency, learning experiences, input and motivation participated in WATs using 24 stimulus words. The results suggested, (1) from the findings of descriptive statistics and ANOVAs, the evidence of L1 mediation was found in all three L2 proficiency groups with different extent of higher L1 mediation in lower proficiency groups. (2) From the findings of Pearson product-moment correlation coefficients, significant correlations were found with L1-promoting learning environments, L2 input, integrative motivation and the learners’ awareness of L1 activation. (3) The findings of the paired-samples t-tests confirmed a significant difference between the two test formats. Based on the findings, the study suggested the promotion of L2-rich learning environments, integrative motivation, and receptive and productive word associations in the L2 network.

2021 ◽  
Vol 5 (2) ◽  
pp. 252-258
Dika Pranadwipa Koeswiryono ◽  
Francisca Titing Koerniawaty ◽  

The study aimed at discovering the process through which three tourist guides of French, Spanish, and Japanese acquired different foreign languages. The data was taken through in-depth interviews to explore the motivation that drove their language learning, the language interference, the technique they used to self-teach themselves the language, and their immersion in the language’s native country. The recorded interviews were then transcribed and analyzed through data reduction, data display, and verification drawing. The results were then given to the subjects to ensure trustworthiness and to verify the researcher’s interpretation of the interview. The study found that 1) one of the most crucial factors of language learning success was strong motivation, which led to consistency and risk-taking attitude; 2) a significant growth of language mastery took place when the subjects spent extended time in the language’s native country; 3) both formal classroom instruction and informal independent learning were essential for their language improvement; 4) the subjects proactively consulted the native speakers to improve their vocabulary inventory, to correct inaccuracies or to gain new language expressions; and 5) due to the different nature of the languages they were learning, each subject had a diverse view on grammar and language interference. In pedagogical implication, teachers could foster students’ willingness to learn with either instrumental motivation, i.e. by raising awareness of the benefit of foreign language ability, or with integrative motivation, i.e. by raising students’ interest in the culture or people whose language was being studied. Besides, language learners, or language teachers, might reflect on this research to complement formal-classroom learning with a large degree of informal-independent learning.

2021 ◽  
Mohammed Hajeb ◽  
Mohammed Masoud ◽  
Bedoor Sharaf Al-Deen

Abstract This study examines the Yemeni students’ attitudes and motivation towards learning English. It tries to find out the types of motivation the subjects have towards learning English. Two types of motivations were investigated in this research, instrumental motivation that refers to the utilitarian and academic causes, and integrative motivation, which refers to the social and cultural causes. Moreover, the current survey sheds some light on the students’ anxiety about the English language and their attitude towards learning English and using it in India. The quantitative data were collected using a questionnaire administered to 107 students. The data analyzed using the Statistical Package for the Social Sciences (SPSS) version 20. The results revealed that Yemeni students in India have a high positive attitude towards learning English. Moreover, they are instrumentally and integratively motivated to learn English. Their attitude towards the anxiety of English, learning English, and using it in India was moderate. The results also showed a significant difference in the students’ attitude towards learning English, where the postgraduate students have a higher positive attitude than undergraduates. According to the gender, the results revealed no significant difference between males and females regarding the attitude and motivation towards learning English. The present survey recommended teaching the English language intensively in Yemen, whether in schools or universities. The English language anxiety has to be manipulated by teachers using the courses that enhance the students’ confidence in using English.

Davood SOURI ◽  

The present study investigated EFL adult learners' reasons behind learning English in a new setting with a mixed-design research methodology. The subjects of this study were forty adult English language learners, 20 males and 20 females, who were learning English as a foreign language in a private English language school in Istanbul. Necessary data regarding the participants’ reasons for learning English were collected through two instruments: questionnaires and interviews. The data analysis revealed that external factors such as finding a job and personal interests such as the desire to make friends urged and encouraged the participants to enrol in the private English language school to improve their English after a hard day of work or study. The study's findings concluded that both instrumental and integrative motivation played roles in the participants’ drives to study English.

2021 ◽  

In this new era of mobile internet, in the face of the demanding task of educating students and helping them to have correct values, so that they can understand socialism with Chinese characteristics better and be willing to make contributions to our Chinese dream of national rejuvenation, we teachers should advance with the times, and design our ideological and political education courses properly to enhance college students’ integrative motivation to make learning a part of their everyday life, and help them develop a good habit in their lifetime. Based on constructivism, we can make use of some smart phone-based apps like “Xuexi Qiangguo” to have an integrative approach. This app is distinctive, authoritative, and powerful, like a great treasure house with a lot of news, theories, and stories. It is flexible, easily accessible, and efficient, and is able to us make a big difference in teaching. Our case study shows how we can actually rebuild a preview mechanism, upgrade our learning style and better evaluation mechanism for better teaching of some courses.

2021 ◽  
Vol 1 (1) ◽  
pp. 13
Adib Ahmada ◽  
St Sofia Munawaroh

The general aims in this research are to find out the students perceptions in learning speaking through picture media at the eleventh grade students of MA Roudlotul Muta�alimin in academic year 2019/2020. Furthermore, the aims can particularly be formulated to know what students perceptions in learning speaking through picture media. This research was categorized as survey research with the descriptive quantitative approach. The subject of this research is the eleventh grade students of MA Roudlotul Muta�alimin in academic year 2019/2020 as the participants totally 18 students. The questionnare was used to collected the data about students perceptions in learning speaking through picture media. And documentation was used to collected a description of the school and respondent. And the result is the eleventh graders of MA Roudlotul Muta�alimin had high integrative motivation to develop English speaking. They also had a high expectation that picture media could help them develop their English speaking skill. They also �strongly agreed� and �agreed� that English speaking mastery will help them to be more confident and courageous in speaking English, express their idea and motivate themselves even reached more than 80%. The response more than 85% of them �strongly agreed� and �agreed� that their mastery of English speaking will able to motivate themself to improve their ability to speak in English and make it easier for them to talk about anything in English by using picture media. In addition, the teacher also has an interesting method in learning English and often to use picture media in learning English.

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 251-257
Uzma Khalil ◽  
Amjad Saleem

Swear words make an important aspect of any language despite their taboo nature. Taking this feature of language into account, this paper investigates how the language attitude of Pashtu non-native speakers of English towards Pashtu and English languages might impact the use of swear words in these languages in different situations. Data from30 male undergraduate university students were collected through semi-structured interviews. The analysis revealed that Pashtu non-native speakers of English had a positive attitude towards English and Pashtu languages owing to instrumental and integrative motivation, respectively. Swearing in Pashtu and English was shown to be determined by the speakers’ perceptions of the degree of offensiveness of swear words in the languages, social status of the users of the language in the society, and the setting and context in which those words were used. It was concluded that the positive attitude of Pashtu non-native speakers towards English and Pashtu resulted in their swearing-in English and Pashtu for different reasons: swearing-in English was controlled by the high status of the language in the society, whereas swearing-in Pashtu was used as a marker of solidarity and covert prestige.

2021 ◽  
Vol 11 (4) ◽  
pp. 377-389
Ranwa Khorsheed

The aim of this study is to examine the role of the habitual use of English mediums (English T.V programs and English websites), being informal learning contexts, in Syrian non-English majors university students’ development of integrative motivation. Furthermore, this study aims at highlighting the importance of integrative motivation in foreign language acquisition whether for teachers, learners or language policy makers. Results showed that the students professed positive attitudes towards learning English in general and a good level of integrative motivation. Furthermore, resorting to correlational formula has proven that students’ habitual use of English mediums do have a role in developing integrative motivation especially viewing English T.V programs. It was also noticed that the students’ integrative motivation did have a positive influence on their achievement in the English language course. The most significant implication of this research is that once learners realize that they could use English for self expression, as a desire brought on by the impacts of the international youth culture, they will be more integratively motivated to learn the language.

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