Motivational Orientation and EFL Learning: A Study of Iranian Undergraduate Students

Choubsaz, Yazdan; Choubsaz, Yassaman

doi:10.1016/j.sbspro.2014.03.431

Cited by 8 publications

(8 citation statements)

References 11 publications

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“…Overall, the study found that students were highly motivated to learn Mandarin as a foreign language. Specifically, they had both high level of integrative and instrumental motivations in learning a foreign language which concurs with the findings of Ainol & Isarji (2009); Gonzales (2010); Choubsaz & Choubsaz (2014); Khong, Hassan & Ramli (2017) and Chua & Mohammad Affiq (2019). This finding reaffirms/supports Brown's (2000) assertion that both integrative and instrumental motivations were not mutually exclusive in that learners rarely selected one form of motivation when learning a second or foreign language, but rather a combination of both orientations.…”

Section: Discussionsupporting

confidence: 88%

“…There are also studies that showed that integrative and instrumental motivations are equally important in learning foreign languages among undergraduates in Iran (Choubsaz & Choubsaz, 2014), in Malaysia (Chua & Affiq, 2019;Khong, Hassan & Ramli, 2017;Ainol & Isarji, 2009) and in the Philippines (Gonzales, 2010). This is congruent with Brown's (2000) contention that second or foreign learners are neither integratively nor instrumentally motivated but have a combination of both motivational orientations.…”

Section: Literature Review Motivations In Foreign Language Learningmentioning

confidence: 62%

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Motivation in Foreign Language Learning among Malay Undergraduates in a Malaysian Public University

Chien¹,

Fu²,

Boon³

et al. 2021

IJARBSS

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This study investigated the motivational orientations of undergraduates in learning Mandarin as a foreign language in a Malaysian public university. The subjects were four hundred and twenty-three Malay undergraduates who enrolled in a level three Mandarin course. A 30-item five-point Likert scale questionnaire which integrated Gardner's socio-educational model and Dörnyei's framework of second language (L2) motivation was used to gather data on the respondents' integrative, instrumental and attitudinal motivations. Descriptive and inferential statistics were used to analyze the data. Results indicated that generally the students were highly motivated to learn Mandarin as a foreign language. They were both integratively and instrumentally motivated but were more oriented towards attitudinal motivation in learning Mandarin as a foreign language. Moreover, the students were more inclined towards the teacher-specific than the course-specific and group-specific sources of attitudinal motivation in learning Mandarin. These results offer useful practical instructional implications concerning the students' motivational orientations in the Mandarin language classroom.

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Section: Discussionsupporting

confidence: 88%

Section: Literature Review Motivations In Foreign Language Learningmentioning

confidence: 62%

Motivation in Foreign Language Learning among Malay Undergraduates in a Malaysian Public University

Chien¹,

Fu²,

Boon³

et al. 2021

IJARBSS

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“…Whilst Gardner clearly emphasised that orientation refers to the reason of studying an L2 and motivation is the driving force (Gardner & MacIntyre, 1991;Gardner & Tremblay, 1994), many studies using Gardner's concepts of integrative and instrumental notions have failed to see the difference between them. Such studies as those of Choubsaz and Choubsaz (2014), Samad, Etemadzadeh, and Far (2012), and Yu and Downing (2012), for examples, did treat orientation and motivation as the same entity, despite the fundamental difference between the two notions. Furthermore, the rise of Global English notion also contributes to the decreasing popularity of Gardner's concepts (Dornyei & Ushioda, 2011;Kachru & Nelson, 2006).…”

Section: Early Studies On Motivationmentioning

confidence: 99%

L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners

Subekti

2018

Indonesian J. Appl. Linguist

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This study was conducted to find the relationship between learners’ L2 Motivational Self System (L2MSS), consisting of Ideal L2 Self, ought-to L2 Self, and L2 Learning Experience and their achievement. The participants of this quantitative study were 56 Indonesian undergraduate students who were taking English for Biotechnology class, an English for Academic Purpose (EAP) class. This study was conducted based on several rationales. Despite many researchers’ support on L2MSS’ strength in predicting L2 learning, they have not conclusively established the extent to which learners’ motivation measured with their L2MSS influences their achievements and to date, there have only been few studies investigating the relationships between L2MSS and actual learning achievements. Besides, despite L2MSS’ growing popularity in the field of motivational research, motivational studies using L2MSS in the Indonesian university context are generally still very rare. Hence, this study can serve to pave a way for further motivational studies using L2MSS in the context. The study found that in general learners had high a level of motivation as measured with L2MSS questionnaires. The study further found several results which were rather surprising. First, Ideal L2 Self and L2 Learning Experience did not have significant relationships with achievement. Even ought-to L2 Self and achievement correlated negatively. It was also found that, despite many experts’ support on L2MSS’s strength in predicting L2 learning, the participants’ L2MSS could not be a strong predictor of their achievement. Based on the results, discussions on possible contributing factors were presented along with the implications of this study results in the field of motivational studies. Based on the possible limitations of the study, furthermore, some directions for future studies are also presented.

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“…A questionnaire study carried out with 129 Turkish university EFL learners highlighted the influence of student gender and level of study on their motivation to learn English as an L2 (Sakiroglu & Dikilitas, 2012). In their survey-based investigation of the motivation orientation of Iranian EFL undergraduate learners, Choubsaz and Choubsaz (2014) found that students tended to be instrumentally motivated to learn an L2 in educational settings. Another study examining the nature of university EFL learners' motivation in the Vietnamese context found that the learners not only displayed a positive attitude towards L2 learning but also exhibited extrinsic and intrinsic motivation towards learning English (Tuan, 2012).…”

Section: Factor 4: Motivationmentioning

confidence: 99%

“…Based on the year of publication for each study, Table 2 shows an increasing interest in psychological factors influencing EFL learning. (Chiu & Wong, 2018;Gan, 2009;Liu & Ni, 2015;Miao & Vibulphol, 2021;Qiu & Lee, 2020;Xu, Fan & Luo 2020;Yan & Horowitz, 2008) Hungary (Tilfarlioğlu & Cğnkara, 2009;Tóth, 2007) Article DOI: 10.52589/BJELDP-40FWSI7U DOI URL: https://doi.org/10.52589/BJELDP-40FWSI7U www.abjournals.org Iran (Ali, Shamsan & Guduru et al, 2019;Chalak & Kassaian, 2010;Choubsaz & Choubsaz, 2014;Fathi, Derakhshan & Torabi, 2020;Golparvar & Khafi, 2021;Masyhur, Mohd, Yasin & Yunus, 2018;Roshandel, Ghonsooly & Ghanizadeh, 2018;Soleimani & Hanafi, 2013;Zare & Riasti, 2012) Indonesia (Mbato & Kharismawan, 2018) Japan (Andrade & Williams, 2009;Fuji, 2018;Leeming, 2017;Tanakaa & Ellis, 2016) Jordan (Al-Sawalha, 2016) Korean (Chae, 2013;Gan, 2009;Kim, 2011;Lee & Lo, 2017) Lebanon (Bahous, Bacha & Nabhani, 2011) Malaysia (Ahmed, 2015;Masyhur, Mohd, Yasin & Yunus, 2018) Saudi Arabia (Abu-Snoubar, 2017;Alkaff, 2013;Alkhalaf, 2020;Almutlaq & Etherington;Al-Shehri, 2018) Taiwan (Cheng, Horwitz & Schallert, 1999) Thailan...…”

Section: Introductionmentioning

confidence: 99%

Psychology of Efl Learners in Saudi Universities: A Literature Review

Massri¹

2022

British Journal of Education, Learning and Development Psycholo

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With a view to gathering insights for EFL proficiency development amongst Saudi EFL learners, this study reviews the empirical literature on the influence of four key psychological factors on learning English as a foreign language. Specifically, the study addressed the following question: In what ways do the psychological factors of attitude, self-efficacy, anxiety and motivation influence the development of English proficiency amongst university learners in EFL settings?. To this end, 49 research articles published between 1990 and 2021 were selected for a systematic review of the selected factors. The selected studies were conducted in diverse university EFL learning contexts spanning 18 countries. Of this number, the highest numbers of studies (in descending order) falling within the criteria of the review were conducted within the Iranian (9), Chinese (8), Turkish (6) and Saudi (5) contexts. The study found that the psychology of EFL learners at the university level is complex and that there are multiple factors linked to the reviewed factors which need to be taken into account by policymakers, curriculum designers, teacher trainers and teachers to ensure effective EFL learning. The findings of most of the reviewed studies suggest that EFL learning is positively perceived by learners, although obstacles to effective EFL learning do exist and attitudes towards learning English seem to be influenced by a wide range of factors including parental support, gender, level of study, community support and motivation. The reviewed research also suggests a link between strategy-use and EFL learners’ self-efficacy and anxiety management. A key implication of these findings for improving the EFL learning experience in the Saudi context is the need to carry out more qualitative and in-depth studies that can help to map and address the actual issues affecting EFL learners. Further, intervention-based, rather than purely survey-based, research can enable Saudi EFL education providers to understand what pedagogical interventions and strategies can work most effectively in the local settings. Longitudinal studies would also enable researchers to understand whether attitudes, self-efficacy, anxiety and motivation evolve over time, and if they do, then what are the factors influencing such development, whether positive or negative. These understandings are key to creating a transformative EFL learning experience for Saudi university students which in turn determines their prospects of success in the academic setting and future employability.

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Motivational Orientation and EFL Learning: A Study of Iranian Undergraduate Students

Cited by 8 publications

References 11 publications

Motivation in Foreign Language Learning among Malay Undergraduates in a Malaysian Public University

Motivation in Foreign Language Learning among Malay Undergraduates in a Malaysian Public University

L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners

Psychology of Efl Learners in Saudi Universities: A Literature Review

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