The Relationship between Learner Motivation and Vocabulary Size: The Case of Iraqi EFL Classrooms*

Abstract

This study investigates the relationship between learner motivation and vocabulary size in English as foreign language (EFL) classrooms at Duhok University. The participants included 100 students (55 male, 45 female). All participants were pursuing their third years of study in an English department. Two instruments were employed: questionnaires regarding Motivation for Foreign Language Learning (MFLL) and Vocabulary Size Test (VST). The primary goal of this study is to determine which factors of motivation profoundly affect the foreign language learning processes of Iraqi EFL students and to what extent they should develop their depth and breadth English vocabularies in order to sufficiently acquire the language and elaborate the importance of both components in language acquisition. Findings showed that female students experienced both types of motivation, with the mean score of extrinsic motivation being 29.91, and that for intrinsic motivation being 31.20, while the mean score of male students was 27.10 for extrinsic motivation and 28.00 for intrinsic motivation. The VST ranged from 1,000 to 14,000 wordfamilies, and the vocabulary size of both groups was over 6,000 word-families. Correlation analysis was conducted to determine the relationship between learner motivation and vocabulary size. For both groups, the results indicated no relationship between these two aspects of students' foreign language leaning. To investigate the difference between MFLL and VST, an independent samples t-test was utilized and no difference was found to exist between the vocabularies of both groups.

The Relationship between the Saudi Cadets’ Learning Motivation and Their Vocabulary Knowledge

“…Nevertheless, the regression analysis revealed that none of the motivational scales was a predictor of the students' VS. This coincides with the findings of a number of studies such as Fontecha (2014) in Spain and Albodakh and Cinkara (2017) in Iraq, who found no relationships between the students' L2 motivation and their VS. It is worth mentioning that the regression analysis also revealed that the predictor of the students' VS was their perception of their competence in L2.…”

“…Vocabulary learning enables L2 learners to be successful in their L2 learning process (Nation, 2011). In many English as a foreign language (EFL) classrooms, teachers focus mainly on grammar and pay little attention to vocabulary building despite its importance in acquiring the target language and helping the L2 learners to communicate with others (Albodakh & Cinkara, 2017). Williams and Burden (1997) defined motivation as "a state of cognitive and emotional arousal, which leads to a conscious decision to act … in order to attain a previously set goal (or goals)" (p. 120).…”

Motivation toward English Language Learning among Students of Different Fields of Study: A Case of Iraqi University Students

“…Many researchers such as Bao, Abdilah, & Chowdhury (2012), Abdulrasoul ( 2012), Albodakh and Cinkara (2017), and Hussein and Al Bajalani ( 2019) conducted studies about Iraqi EFL motivation. These studies were varied among them regarding the types of motivation, the role of motivation in language learning, the instruments were used, and the participants.…”

“…This may be related to their lack to be more motivated learners. According to Albodakh and Cinkara (2017), most Iraqi learners feel that it is challenging to acquire the English language because of their insufficient motivation. Without students' motivation, learning activities will never be achieved.…”

Attitudes of EFL Teachers toward the Competency Based Language Teaching: The Case of South Algerian Secondary Schools in Adrar

“…This result, like that of question number one, shows that the teachers do not agree on the extrinsic and intrinsic motivations of their learners. Extrinsic motivation leads the learner to seek for external rewards, while the intrinsic motivation leads to gain personal satisfaction from the activity itself (Schmidt, Borale & Kassabgy, 1996 as cited in Albodakh and Cinkara, 2017). Hence, the twenty south Algerian EFL teachers do not have sharp decisions as far as motivation is achieved through the passive skills, reading and listening.…”