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The instrumental motivations of learners of English as a foreign language (EFL) have been examined in detail, but there is a lack of studies exploring how they compare to those of learners of other languages (LOTEs). To address this gap, this study draws on a questionnaire (N = 312) and on semi-structured interviews (n = 20) and focuses on university students of English studies in Italy and Germany and of Italian and German studies in Australia. The findings show that work-related motivations were generally more relevant to EFL learners, whose answers were mostly reflective of societal discourses on the role that English plays as a tool for social and professional mobility and of its necessity in the job market, but also held weigh for LOTE learners (and particularly learners of German), who often emphasised how proficiency in another language could represent an 'exotic' add-on skill that could make them stand out in the job market. The study also suggests that although the mastery of English still carries social capital, its widespread teaching will gradually make it a commonplace skill and, as a consequence, less popular languages may gain in instrumental appeal. [ABSTRACT FROM AUTHOR]

The research was conducted to determine how the leadership behavior of English teachers affects students' performance in the language and to examine how the motivation of students toward English language learning influences the relationship between the leadership behavior of teachers and the performance of their students in the language. The statistical tools used in this descriptive research study were frequency analysis, mean computation, correlation analysis, regression analysis, and mediation analysis. As the students perceive, their English teacher's manifest leadership behavior consideration more than initiating structure. Results have shown that the students scored higher in integrative than in instrumental motivation. Both dimensions of leadership behavior positively relate to the students' integrative and instrumental motivation and English performance. This indicates that they will be motivated to learn and perform better in English no matter what dimension of leadership behavior teachers will manifest. However, regression analyses have shown different results. While integrative motivation is positively and significantly correlated to students' performance in English, instrumental motivation is not. Instrumental and integrative motivation do not mediate the effects of initiating structure on students' English performance. However, both forms of motivation significantly mediate the effect of consideration on students' English performance. [ABSTRACT FROM AUTHOR]

Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Rationale: Intensely stressful experiences can lead to long-lasting changes in appetitive and aversive behaviors. In humans, post-traumatic stress disorder increases the risk of comorbid appetitive disorders including addiction and obesity. We have previously shown that an acute stressful experience in adult male rats suppresses motivation for natural reward. Objectives: We examine the impact of sex and age on the effects of intense stress on action-based (instrumental) and stimulus-based (Pavlovian) motivation for natural reward (food). Methods: Rats received 15 unsignaled footshocks (stress) in a single session followed by appetitive training and testing in a distinct context. In Experiment 1, stress occurred in either adolescence (PN28) or adulthood (PN70) with appetitive training and testing beginning on PN71 for all rats. In Experiment 2, stress and appetitive training/testing occurred in adolescence. Results: Acute stress in adolescent females suppressed instrumental motivation assessed with progressive ratio testing when testing occurred in late adolescence or in adulthood, whereas in males stress in adolescence did not suppress instrumental motivation. Acute stress in adulthood did not alter instrumental motivation. In contrast, Pavlovian motivation assessed with single-outcome Pavlovian-to-instrumental transfer (SO-PIT) was consistently enhanced in females following adolescent or adult stress. In males, however, stress in adolescence had no effect, whereas stress in adulthood attenuated SO-PIT. Conclusions: Acute stress in adolescence or adulthood altered instrumental motivation and stimulus-triggered Pavlovian motivation in a sex and developmentally specific manner. These findings suggest that the persistent effects of acute stress on Pavlovian and instrumental motivational processes differ in females and males, and that males may be less vulnerable to the deleterious effects of intense stress during adolescence on appetitive motivation. Highlights: Acute stress during adolescence or adulthood enhanced Pavlovian motivation in females. Acute stress during adulthood impaired Pavlovian motivation in males, but adolescent stress had no effect. [ABSTRACT FROM AUTHOR]

The present study intended to investigate second/foreign language (L2) learners’ level of instrumental motivation and the extent to which it predicted their self-efficacy. A survey method was used. It involved 144 Indonesian L2 learners of English from seven non-English departments through a convenience sampling. Through descriptive statistics, this study found that the instrumental motivation associated with future professions, academic success, and practical reasons were all high. Through bivariate linear regression, the study also found that learners’ instrumental motivation significantly predicted their self-efficacy, being able to explain 22.2% of its total variance. Implications include promoting in L2 instruction meaningful and relevant real-world tasks for learners whose majors are not English so that they are willing to invest more time and effort for L2 learning success and gradually build their self-efficacy. Examples of activities include using English for job opportunities, passing exams, or meeting language requirements. For classes with learners from various disciplines, teachers could also allow some freedom in choosing topics or tasks. This study might provide an overview of the relationship between instrumental motivation and self-efficacy, serving as a foundation for future research in this area. Limitations are stated alongside the suggested directions for relevant future studies in the field of instrumental motivation and self-efficacy.

This study investigates how self-efficacy and motivation predict students' science literacy and career expectations above and beyond their socioeconomic status. A structural equation model built on self-determination theory and self-efficacy was examined using PISA 2015 data from Finland and Japan. The study sample is 5882 and 6647 15-year-old students from Finland and Japan, respectively. The findings show that the model fits the data well in both countries. Intrinsic motivation is the strongest predictor of both science literacy and career expectations, while instrumental motivation predicts only career expectations in Finland and Japan. The findings for self-efficacy, on the other hand, differ across countries. It explains a considerable variance in both outcomes in Finland, whereas it predicts only career expectations with a small effect size in Japan. The findings are discussed from a cultural standpoint, with comparisons to Finland and Japan. [ABSTRACT FROM AUTHOR]

Self-efficacy, motivation, and learning strategies are crucial in second/foreign language (L2) acquisition and general learning. However, we are not sure yet the unique or combined contributions of self-efficacy to learning strategies by way of instrumental and integrative motivation. The purpose of this study was to investigate the role of self-efficacy in learning strategies mediated by instrumental and integrative motivation by developing two hypothetical models and testing these models using structural equation modeling among university students learning English in Korea. Findings indicated that self-efficacy directly as well as indirectly contributed to learning strategies through the mediation of a composite variable of motivation as a whole. However, when instrumental and integrative motivation were mediated separately from each other, only the indirect, not direct, contribution of self-efficacy to learning strategies reached a significant level. In addition, even though the participants were more instrumentally than integratively motivated, it was integrative, not instrumental, motivation that significantly contributed to learning strategies. These findings imply that the effect of strategy instruction could be improved if self-efficacy and motivation are incorporated into instructional approaches. [ABSTRACT FROM AUTHOR]

Co-production has been embraced as a robust strategy to improve service quality and create public value. Despite growing interest in citizens' motivations to engage in co-production, there remain some major gaps in the literature. This study proposes a theoretical framework of factors that influence co-production and offers experimental evidence as to the effects of those factors from an online survey experiment with a sample of 1,297 Koreans. The findings show that public service motivation, driven by normative motivations, is associated with greater willingness to co-produce. We find little effect of monetary or non-monetary rewards, input legitimacy, or individual characteristics such as education or income. The findings suggest that to cultivate successful co-production, governments must depart from the traditional short-term approaches to citizen engagement based on instrumental motivations and instead promote normative motivations to develop public support for co-production over the long term. [ABSTRACT FROM AUTHOR]

This research investigated students' attitudes towards learning English as a Foreign Language (EFL) in Saudi Arabia. Specifically, the study detected Saudi EFL students towards English language, English teachers and learning situations. Data were gathered via a questionnaire from a randomly selected sample of 150 Saudi students. Quantitative analysis was conducted using SPSS version 28, with findings presented through tables and interpreted using Mean Scores and Standard Deviation. The study indicated that students have high positive attitudes among Saudi students towards studying EFL. The study also found that students showed moderate perceptions about English teachers and learning situations. The study recommended collaborative efforts to improve the recruitment of proficient English teachers and encourage student participation in extracurricular activities aimed at enhancing English-speaking skills and fostering positive attitudes towards language learning.

Normative grading compounded with socio-educational conditions in East Asian countries amplifies the effect competition beliefs have on learning outcomes. Competition beliefs may be especially influential in videoconference courses since some students feel reluctant to interrupt the instructor, avoid talking over others, or dominate the class conversation. This study investigates how instrumental motivation relates to competitiveness and how that relationship influences foreign language (FL) anxiety and learning outcome beliefs among students attending video conference EFL courses. To this end, structural equation modeling was used to model the relationships between instrumental motivation, academic competitiveness, FL performance anxiety, and learning outcome beliefs. Further, the indirect effect of academic competitiveness and FL anxiety was identified. A cross-sectional survey design for a mediation analysis was implemented among 318 South Korean EFL students attending classes taught remotely that combine videoconference and learning management system (LMS) features. Results indicate that South Korean university students have high levels of instrumental motivation to learn English. Further, instrumental motivation had a positive relationship with FL performance anxiety, indicating feelings of anxiousness among motivated students in South Korea's competitive learning environment. This positive relationship vanished when academic competitiveness was added to the model, indicating full mediation when accounting for confidence in outcompeting classmates. Lastly, negative mediation on learning outcome beliefs was observed with increasing levels of FL performance anxiety. Highly competitive students are prone to the negative consequences of FL performance anxiety, which negatively influences perceived learning outcomes. These findings along with pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

Abstract Background A solid foundation in science is critical to students’ success in the 21st century workforce, especially in fields related to science, technology, engineering, and mathematics (STEM). Therefore, high-quality science education is critical to prepare students for the challenges of the future. However, Emirati students have consistently performed poorly on international standardized science assessments, suggesting that the underlying factors contributing to this trend need to be understood. Therefore, the present study examined the relationship between motivational beliefs in science (i.e., science self-concept and intrinsic and instrumental motivation to learn science) and science achievement in Emirati early adolescents using a self-determination theory framework. Methods A total of 7,915 Emirati eighth-grade students (Mean age = 13.61 years, SD = 0.53) participated in the 2019 Trends in International Mathematics and Science Study (TIMSS). The TIMSS 2019 assessment measured students’ motivational beliefs in science and their achievement in science. Path analysis and bootstrapping were used to examine the relationship between these variables and to test the mediating role of intrinsic and instrumental motivation to learn science in the relationship between science self-concept and science achievement. Results The results of the study indicate that science self-concept is positively related to both intrinsic and instrumental motivation to learn science and science achievement. Intrinsic motivation to learn science was significantly related to science achievement, whereas instrumental motivation was not. Moreover, intrinsic motivation to learn science alone significantly mediated the relationship between science self-concept and science achievement. Conclusions The study offers insights into the specific motivational beliefs associated with science achievement and highlights the importance of fostering positive science self-concept and intrinsic motivation in Emirati early adolescents. The study also suggests that interventions to promote positive science self-concept and intrinsic motivation to learn science may be particularly effective in improving science achievement in this population. These findings have important implications for educators and policymakers seeking to promote academic success and career opportunities for Emirati students in science.

Integrativeness, or the desire a second-language (L2) learner to integrate into their target L2 community, has been shown to be a strong motivation toward L2 learning. Aspects of identity, such as desire to learn a liturgical language (LL) associated with the L2 learner's religion, or the level of ability for the L2 learner to develop a clear vision of their future L2 self, have also been shown to be strong L2 motivators. Arabic is the LL of Islam, and it is also the heritage language (HL) of the Kingdom of Saudi Arabia (KSA). Although levels of integrativeness will likely greatly impact L2 learning progress among learners at these ALIs, currently, an instrument does not exist for accurately measuring integrativeness into the target L2 community in KSA. The objective of this study was to develop a new instrument to measure Saudi integrativeness in L2 Arabic learners from KSA ALIs Diploma Programs. A total of 66 learners in three of the ALIs Diploma Programs completed the instrument. Twenty-three items were reduced to 16 through factor analysis, which revealed the following subscales: intellectual integrativeness, social integrativeness, remote admiration, and anti-integrativeness. While most of the sample was Muslim and displayed high levels of social and intellectual integrativeness and were interested in learning about cultural topics, they also placed priority on the quality of the classroom environment. The ALI classroom environment could be negatively impacted by a predominance of learners with anti-integrative attitudes, who are also less likely to be motivated and succeed at the individual level. [ABSTRACT FROM AUTHOR]

It is believed that, motivation can affect all aspects of life. As it is self-evident in the literature, motivation has an enormous impact on teaching and learning EFL. The aim of this paper is to find out whether the students are motivated to learn EFL or not, and what type of motivation do they have; whether it is instrumental motivation or integrative motivation? This study has been conducted in the context of Kurdish EFL students at the University of Halabja, English Language Department. The problem this study is trying to tackle is to find the important role that motivation plays in learning the English language, and whether there is a lack of motivation from the EFL students, and then find ways to improve them. To conduct this study, the quantitative approach was followed, and a Likert-Scale questionnaire was designed, and was distributed among 50 EFL male and female students. The results indicated that EFL learners at the College of Basic Education in the English Language Department at University of Halabja are, to a great extent, motivated in EFL learning. Moreover, the results also presented the majority of the students have instrumental motivation rather than integrative motivation. Based on the results, some recommendations for University EFL lecturers are being presented in order to build upon the type of motivation that students already have to have the best teaching outcome. [ABSTRACT FROM AUTHOR]

Background: A solid foundation in science is critical to students' success in the 21st century workforce, especially in fields related to science, technology, engineering, and mathematics (STEM). Therefore, high-quality science education is critical to prepare students for the challenges of the future. However, Emirati students have consistently performed poorly on international standardized science assessments, suggesting that the underlying factors contributing to this trend need to be understood. Therefore, the present study examined the relationship between motivational beliefs in science (i.e., science self-concept and intrinsic and instrumental motivation to learn science) and science achievement in Emirati early adolescents using a self-determination theory framework. Methods: A total of 7,915 Emirati eighth-grade students (Meanage = 13.61 years, SD = 0.53) participated in the 2019 Trends in International Mathematics and Science Study (TIMSS). The TIMSS 2019 assessment measured students' motivational beliefs in science and their achievement in science. Path analysis and bootstrapping were used to examine the relationship between these variables and to test the mediating role of intrinsic and instrumental motivation to learn science in the relationship between science self-concept and science achievement. Results: The results of the study indicate that science self-concept is positively related to both intrinsic and instrumental motivation to learn science and science achievement. Intrinsic motivation to learn science was significantly related to science achievement, whereas instrumental motivation was not. Moreover, intrinsic motivation to learn science alone significantly mediated the relationship between science self-concept and science achievement. Conclusions: The study offers insights into the specific motivational beliefs associated with science achievement and highlights the importance of fostering positive science self-concept and intrinsic motivation in Emirati early adolescents. The study also suggests that interventions to promote positive science self-concept and intrinsic motivation to learn science may be particularly effective in improving science achievement in this population. These findings have important implications for educators and policymakers seeking to promote academic success and career opportunities for Emirati students in science. [ABSTRACT FROM AUTHOR]

The problem of motivation in foreign language learning has always been of great importance. Researchers agree on the non-static, dynamic nature of motivation, investigate the role of the motivational context, and recognize the fact that some aspects of motivation are not internal but are externally determined by the learner’s sociocultural environment. The study aims to investigate the prevalent type of motivation among pre-service English teachers in challenging circumstances. The analysis of motivation sources and ways to protect and maintain motivation to learn English as a foreign language in challenging circumstances constitutes the novelty of the study. 60 fourth-year students (57 females and 3 males) participated in the investigation. The questionnaire adapted from Gardner's Attitude/Motivation Test Battery (AMTB) has been used as a tool to collect quantitative data. The results reveal that the level of motivation is high with a prevalence of instrumental motivation. Qualitative data have been obtained from interviewing students. During the interviews, the students identified the sources of their motivation, critically evaluated their learning situation, and described their learning circumstances as challenging. The study suggests pedagogical implications in line with positive psychology recommendations and the latest research on the protection and maintenance of а motivation to learn English as a foreign language in challenging circumstances. The implications for teachers include developing motivational strategies, maintaining engagement, providing role models, using technology.

The idea that individual characteristics impact the language learning process has led scholars to consider various aspects in relation to learners and their learning. The current study explored the associations among EFL learners’ language learning strategy use, instrumental motivation, self-efficacy, self-regulation, autonomy, and L2 achievement. To do this, 220 Iranian EFL learners (95 males and 125 females) took part in the study by filling out five questionnaires related to the abovementioned variables. The learners’ GPAs were also collected and adjusted and regarded as their L2 achievement. Structural equation modeling (SEM) was performed to examine the causal relationships among the variables. The results showed that the use of language learning strategies, self-efficacy, and autonomy were significant positive predictors of L2 achievement. However, instrumental motivation and self-regulation did not predict L2 achievement. Furthermore, L2 achievement had the highest positive association with autonomy and the lowest positive association with self-regulation. The results are discussed in detail and the implications are presented.

Background: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. Aims: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive activation. Sample: We used data from the Teaching and Learning International Survey (TALIS) 2018, which included 50,595 teachers from 1252 schools in 10 countries and regions. Methods: We performed a series of regression analyses to test a model of instrumental and prosocial motivation to predict three indicators of teaching quality (clarity of instruction, classroom management, and cognitive activation) while controlling for demographic characteristics (age, sex, educational level, and teaching experience). We examined this model in countries and regions from Eastern (Japan, Korea, Singapore, Shanghai and Taipei) and Western (Australia, Canada, New Zealand, United Kingdom and the United States of America) cultures. Results: Results demonstrated that instrumental motivation predicted clarity of instruction in the East and classroom management in both the East and West; prosocial motivation, however, was a more consistent predictor of all indicators of teaching quality, except classroom management in the West, across cultures. Conclusion: Teachers' prosocial motivation to benefit others and contribute to society must be considered to understand teaching quality across various cultural contexts. Implications for theory, practice and policy are discussed. [ABSTRACT FROM AUTHOR]

It is believed that, motivation can affect all aspects of life. As it is self-evident in the literature, motivation has an enormous impact on teaching and learning EFL. The aim of this paper is to find out whether the students are motivated to learn EFL or not, and what type of motivation do they have; whether it is instrumental motivation or integrative motivation? This study has been conducted in the context of Kurdish EFL students at the University of Halabja, English Language Department. The problem this study is trying to tackle is to find the important role that motivation plays in learning the English language, and whether there is a lack of motivation from the EFL students, and then find ways to improve them. To conduct this study, the quantitative approach was followed, and a Likert-Scale questionnaire was designed, and was distributed among 50 EFL male and female students. The results indicated that EFL learners at the College of Basic Education in the English Language Department at University of Halabja are, to a great extent, motivated in EFL learning. Moreover, the results also presented the majority of the students have instrumental motivation rather than integrative motivation. Based on the results, some recommendations for University EFL lecturers are being presented in order to build upon the type of motivation that students already have to have the best teaching outcome.

Motivation has long been considered as a significant factor, remarkably contributing to the success of second language acquisition. The current study focuses on investigating the socio-psychological orientations of Vietnamese-speaking English learners. A survey was administered to 74 non-English majoring undergraduates in four IELTS preparation courses at the pre-intermediate and intermediate levels. The questionnaire included ten statements on the students’ integrative and instrumental motivations for language learning, as well as ten questions about their attitudes towards four classroom factors: physical conditions, teaching styles, teachers, and success. SPSS was utilized to analyse the collected data by percentage, mean of frequency, and standard deviation. The statistics revealed that participants were generally motivated at a high level with an inclination towards instrumental motivation. Additionally, the participants of the study expressed positive attitudes towards physical classroom facilities, teaching methods, teachers, and learning achievements in their classrooms, which significantly influenced their decision to enroll in English courses. The study’s findings were used to generate discussion and pedagogical implications concerning approaches for increasing students’ enthusiasm to learn a foreign language. Some recommendations were made for further research on what motivates people to learn a foreign language.

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

The high level of proficiency in a foreign language is increasingly important for the successful professional realization of graduates. Employers' expectations for the level of language training of specialists are constantly increasing. The disclosure of the change in the attitude towards the foreign language as a result of the conducted training and the dynamics of the individual motives of the students are important guidelines for improving the quality of the foreign language training. The aim of the presented research is to follow the dynamics of interest in learning a foreign language among university students. The research toolkit is a questionnaire with Likert-type answer scales, organized in three modules. The results show a positive dynamics of motivation to learn the language in terms of intrinsic motivation - spontaneous interest in the foreign language, and the instrumental motivation - chances of finding a job, family insistence, the usefulness of working with computers, opportunities to use information and get closer to the developed nations. The practical applicability of the results: The established dependencies are heuristic guidelines for teachers in their work with student groups to increase the effectiveness of teaching.

Motivation is one of the most influential factors in second/ foreign language learning. It has been traditionally classified into two types, namely instrumental motivation and integrative motivation. The latter has been claimed to have a more positive impact on the language learning process than instrumental orientations. This study sought to investigate the nature of motivational orientations among Sudanese learners of English and German. The study involved 221 Sudanese undergraduate students studying English and German, respectively. The results of the empirical investigation demonstrated that Sudanese students were more instrumentally motivated to learn English in comparison to German. On the other hand, the students in the German department had more positive attitudes towards the German community and culture in comparison to the students of the English department. Gender differences have also been identified in the department of English only, where female students had a significantly higher level of motivation and were rather integratively motivated to learn English than their male counterparts. The study concluded that both instrumental and integrative constructs are complementary and that attention should be shifted towards motivational intensity in language learning.

This study examines factors affecting students' desire to learn the English language using Partial Least Squares Structural Equation Modelling (PLS-SEM). This is to explain and predict students' desire to learn. For this purpose, a questionnaire survey was conducted at two public universities in Malaysia and one in Thailand. The questionnaires were developed based on Gardner's (2004) Attitude/Motivation Test Battery. Only four subscales of the instrument were chosen for this study. These were: desire to learn, instrumental motivation, foreign language anxiety and attitude towards foreign language. It was found that although Attitude toward Foreign Language, Foreign Language Anxiety and Instrumental Motivation have small predictive relevance on Desire to Learn the English language, they are crucial in explaining the students' desire to learn the language. The study indicates that the model is sufficiently reliable and consistent. When the groups were compared, the relationship between Instrumental Motivation and Desire to Learn was higher between International Islamic University Malaysia (IIUM) and Universiti Teknologi MARA (UiTM) students but the difference is not significant where IIUM and Naresuan University (NU) students were concerned. This study serves to model a quantitative empirical research method to explain and predict factors affecting desire to learn. [ABSTRACT FROM AUTHOR]

Research has not investigated the motivation of students toward learning Persian as a foreign/second language. This study examines the integrative, instrumental, intrinsic, and extrinsic types of motivation among language learners learning Persian as a second language. A questionnaire consisting of 40 questions, adapted from Gardner (2001), Ryan and Deci (2000), and Noels et al. (2001), was used to collect the required data. Statistical procedures were followed to analyze the data from 135 (59 females and 73 males) language learners. Results showed that integrative and extrinsic were respectively the most and the least significant forms of motivation among these participants. They reasoned that they mainly learn Persian language to understand Persian art, literature and history, increase their knowledge, and communicate with Iranians. Variables such as gender, education, and age showed significant differences among the males and females concerning instrumental and intrinsic types of motivation. Furthermore, whereas the results indicated significant variation between the participants’ education levels and their integrative motivation, there was not any significant relationship between the age and motivation.

Purpose While there have been studies on exploring motivation in learning second language, there is hardly any study that explores the motivation orientation of the PG level management students of India. The main purpose of teaching communication skills courses to management students is to make them employable and enable get good jobs and good salaries after completing the program. A research gap needed to be filled to find out whether motivation orientation of the PG students of B-Schools in Delhi NCR integrative or instrumental and whether attitude of the PG level management students toward second language learning is positive or negative. Methodology an empirical study was conducted on 80 such students at an established Business school in India. The study explored majorly two areas: Motivation Orientation of the students. Students' attitude towards learning English language. The first part would help the teachers know how to motivate the students and the second would encourage the teachers to plan activities. Findings The findings of the research work clearly indicate that the motivation orientation of the students was majorly instrumental since they wanted to learn English to get good jobs and high salaries. In the Indian context, high paying management jobs are based on the ability of the recruits to communicate effectively in English. Implications to Research and Practice The paper suggests that knowing what exactly motivates the management graduates to learn English as a second language may help the teachers use more relevant teaching material and methodology. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Literary Studies / Folia Linguistica & Litteraria is the property of Journal of Language & Literary Studies / Folia Linguistica & Litteraria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Chine is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Much has been written on funding for ESOL, but little is known about how ESOL learners use language as a tool to integrate into British society. This study seeks to understand the extent to which studying 'ESOL for citizenship course' help learners integrate into British society, the difficulties they encounter, and what ESOL professionals can do to mitigate them. Data was collected through focus group interviews and initial analysis was done using Nvivo software. Three theoretical frameworks were applied: Baker’s (2011); Ward and Kennedy’s (1999); and Dai and Chen’s (2014). The findings revealed that although ESOL learners nursed initial stereotypical views about British culture before arrival, their perceptions significantly improved after arrival. Despite these positive perceptions, they were resistant to assimilate and the gap between home and host cultures remained wide. Findings also unveil that the underlying objective of learning the language was predominantly instrumental. That is, they wanted to learn English as a means of getting a better job or advancing their studies in the UK, than to integrate. Some implications for practice in the ESOL context were identified.

The high level of proficiency in a foreign language is increasingly important for the successful professional realization of graduates. Employers' expectations for the level of language training of specialists are constantly increasing. The disclosure of the change in the attitude towards the foreign language as a result of the conducted training and the dynamics of the individual motives of the students are important guidelines for improving the quality of the foreign language training. The aim of the presented research is to follow the dynamics of interest in learning a foreign language among university students. The research toolkit is a questionnaire with Likert-type answer scales, organized in three modules. The results show a positive dynamics of motivation to learn the language in terms of intrinsic motivation - spontaneous interest in the foreign language, and the instrumental motivation - chances of finding a job, family insistence, the usefulness of working with computers, opportunities to use information and get closer to the developed nations. The practical applicability of the results: The established dependencies are heuristic guidelines for teachers in their work with student groups to increase the effectiveness of teaching. [ABSTRACT FROM AUTHOR]

This research explored the attitudes and motivations of first-year students of English enrolled at the Faculty of Letters and Humanities of Sfax, Tunisia, during the academic year 2018-2019 towards learning English as a foreign language. Attitudes and motivations were investigated according to three variables: culture shock, interest in the English language, and ethnocentrism. Analysis of the relationship between language and culture paved the way for examining students' reactions towards learning English as a foreign language. Students feel very differently about English as a way of knowing the world, networking, and living a full life of a global citizen. Attitudes range from discomfort, anxiety, and confusion. A questionnaire was used to collect data about students' attitudes and motivational orientations towards learning English as a Foreign Language. The study indicated that most students do not like English-speaking people and reject some of their cultural values. It also showed that these students choose to learn English primarily for instrumental reasons. This paper concludes with solutions aiming to reduce the difficulties teachers of English as a Foreign Language encounter in the local Tunisian cultural context. [ABSTRACT FROM AUTHOR]

Motivation is the major contributor to the students' learning English as a second language. However, varying reasons have been suggested by different researchers and theorists to explain the reasons and dimensions of this motivation. Therefore, the study aimed to evaluate the motivation to learn English as a foreign language (EFL) among 157 Saudi Arabian university students. The instrument used for the analysis was a modified version of the motivation scale developed by Wen (1997), which measures motivation based on six subscales: integrative, instrumental, effort, valence, expectation, and ability. In addition, students' motivation was compared among students with different English language levels using multivariate analysis of variance (MANOVA) on six motivation subscales. The results of the MANOVA revealed that there was no significant difference among students of different levels of English knowledge when each level was compared separately. Nevertheless, when comparing a merged group of students with English level knowledge of 1st to 3rd with the group of 4th level, the motivation of the latter group was statistically significantly higher. Furthermore, the difference in mean values was significant for integrative, effort, valence, and ability subscales. Thus, the findings of this research depicted that instrumental and integrative motivations could be the main contributor to students' motivation to learn English as a foreign language. [ABSTRACT FROM AUTHOR]

As Italian enrollments continue to decline in the second decade of the Millennium, proposals are being put forth to counteract this trend, which include designing Italian courses with relevancy to social issues that are deemed to be of general interest to students. Does this remedy truly address the problem of decline effectively, capable of attracting more students to Italianistica? This paper looks at the motivational factors that have always been at play in attracting students to the study of Italian in North America, discussing several key studies that have come forth to shed light on the issue of enrollment decline. The overall conclusion seems to be that any radical break away from the so-called "traditional" curriculum is ultimately ineffectual. [ABSTRACT FROM AUTHOR]

Models of education delivering content teaching through learners' second language have rapidly increased in recent decades and are thought to offer a 'naturally' motivating context for learners to use and learn the medium of instruction (MoI). However, the relationship between MoI and language learning motivation (LLM) specifically is under-explored. In light of calls for contextually responsive theorizations of LLM, this study examines interactions between English language learning motivation (ELLM) and micro (MoI classrooms) and macro (schools) contexts in Hong Kong. ELLM measures were administered to Hong Kong secondary school learners of English (N = 3854), aged 11–14, studying in English, Chinese and Mixed mode of instruction schools. ANOVA results indicate higher levels of ELLM among EMI students on most measures and effects of MoI on three LLM constructs. The results support the relevance of a required orientation in explaining participants' ELLM and challenge the applicability of the ideal L2 self, which may be attributable to context rather than cultural difference. Implications are discussed for existing understandings of the MoI-LLM relationship, as well as discussions around culturally relevant theorizations of LLM. [ABSTRACT FROM AUTHOR]

Learning a foreign language is not a unique phenomenon in today's globalised world. A survey by Japan Foundation indicates that Japanese language is one of the most popular foreign languages with approximately 2.98 million students studying Japanese language in over 133 countries around the globe. Despite ranking at number 10 in Southeast Asia, studies on Japanese language learning with a focus on Malaysian learners is scarce. This study explored the beliefs and motivation of Malaysian undergraduates taking Japanese as a foreign language. The study involved 150 undergraduates who were studying Japanese as a third language at a Malaysian university. The study employed a survey design using questionnaire which consisted of four sections focusing on participants' demographic information, beliefs about language skills, self-efficacy beliefs related to the language skills, and reasons for learning the Japanese language. The findings indicate that most of the students are of the belief that listening and speaking are more difficult to learn compared to reading and writing skills. Similarly, most of the students are not confident with their ability to speak in Japanese. As for reasons for choosing to learn Japanese language, although a mix of integrative and instrumental reasons were mentioned, integrative motives seem to take priority among the students. The paper also discusses the pedagogical implications of the findings on the teaching and learning of Japanese as a foreign language at tertiary level. [ABSTRACT FROM AUTHOR]

This study attempts to explore the profile of instrumental motivation of Universitas Islam Negeri (UIN) Raden Intan Lampung students; comparing instrumental motivation of students of English and non-English major. The design of this research is descriptive qualitative. The survey is conducted to 145 students of English major and 784 students of non-English major as a sample. Questionnaire and interview were employed to collect the data. Research result reveals that students of English major have higher instrumental motivation compared to the students of non-English major, especially related to their future expected job. Interestingly, this study found that differences in motivation between students of English and non-English major arise due to the students' differences orientation on their interest in English. Expecting to acquire a job requiring them to use English, students of English major were likely to possess a higher interest in learning the language. Conversely, students of non-English major do not think that they need English for their prospective job. Therefore, the students of non-English major tend to think that English doesn't support their future careers too much. The findings of this study indicate that for many UIN Raden Intan Lampung students, English is not considered as a useful instrument for their academic activities. The student perspective of English is still segmented.

This study investigated the motivation of 47 Indonesian university students in a Bioprocess program to learn English. The study was conducted using questionnaires to gauge students’ personal views on the importance of motivation and the Attitude/Motivation Test Battery as the fundamental theory to assess their intrinsic and instrumental motivation. A semi-structured interview was conducted to learn more about the students’ responses. The study found that students were motivated to learn English, had high instrumental motivation and had good intrinsic motivation. They were motivated to do 67% of inside classroom activities but not likely to do activities outside the classroom. BAHASA INDONESIA ABSTRAK: Penelitian ini dilakukan untuk mengetahui motivasi dari 47 mahasiswa Indonesia yang merupakan mahasiswa di Fakultas Bioprocess. Penelitian ini dilaksanakan dengan menggunakan metode pengumpulan data melalui kuesioner untuk melihat pandangan mahasiswa terhadap pentingnya motivasi dan dengan menggunakan teori ‘the Attitude/Motivation Test Battery’ sebagai teori dasar untuk menilai sikap dan motivasi pelajar dalam mempelajari bahasa asing, dilakukan penilaian terhadap motivasi intrinsik dan motivasi instrumental mahasiswa tersebut. Wawancara semi terstuktur dilakukan untuk menyelidiki lebih banyak mengenai tanggapan mahasiswa yang ditemukan didalam kuesioner. Penelitian ini menemukan bahwa mahasiswa tersebut memiliki motivasi untuk belajar bahasa Inggris, memiliki motivasi instrumental yang tinggi, dan memiliki motivasi instrinsik yang baik untuk kegiatan di dalam kelas karnea mereka memiliki motivasi untuk melakukan 67% dari kegiatan yang disebutkan namun ditemukan bahwa mereka tidak memiliki motivasi untuk melalukan kegiatan di luar kelas.

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. [ABSTRACT FROM AUTHOR]

Research on self-determination theory emphasizes the importance of the internalization of motivation as a crucial factor for determining the quality of motivation. Hence, intrinsic motivation is deemed as an important predictor of learning. Research on epistemic beliefs, on the other hand, focuses on the nature of knowledge, and learning with more sophisticated epistemic beliefs associated with more adaptive outcomes. While learning and achievement are multiply determined, a more comprehensive theoretical model that takes into account both motivational quality and epistemic beliefs is needed. Hence, this study aims to examine the role of intrinsic and instrumental motivation alongside epistemic beliefs in predicting students’ achievement in science. Data were drawn from the PISA 2015 survey. We focused on four of the top-performing societies. Two were Eastern societies – Singapore and Hong Kong, and the other two were Western societies: Canada and Finland. We found both common and specific patterns among the four societies. Regarding the common patterns, we found that intrinsic motivation and epistemic beliefs had direct positive effects on science achievement. As for the regionally-specific findings, instrumental motivation positively predicted achievement only in Western societies (i.e., Finland and Canada), but not in Eastern societies (i.e., Singapore and Hong Kong). The interaction effect between motivation and epistemic beliefs also demonstrated different patterns across the four societies. Implications for the role of motivation and epistemic beliefs in optimizing student learning and achievement are discussed.

Research on self-determination theory emphasizes the importance of the internalization of motivation as a crucial factor for determining the quality of motivation. Hence, intrinsic motivation is deemed as an important predictor of learning. Research on epistemic beliefs, on the other hand, focuses on the nature of knowledge, and learning with more sophisticated epistemic beliefs associated with more adaptive outcomes. While learning and achievement are multiply determined, a more comprehensive theoretical model that takes into account both motivational quality and epistemic beliefs is needed. Hence, this study aims to examine the role of intrinsic and instrumental motivation alongside epistemic beliefs in predicting students' achievement in science. Data were drawn from the PISA 2015 survey. We focused on four of the top-performing societies. Two were Eastern societies – Singapore and Hong Kong, and the other two were Western societies: Canada and Finland. We found both common and specific patterns among the four societies. Regarding the common patterns, we found that intrinsic motivation and epistemic beliefs had direct positive effects on science achievement. As for the regionally-specific findings, instrumental motivation positively predicted achievement only in Western societies (i.e., Finland and Canada), but not in Eastern societies (i.e., Singapore and Hong Kong). The interaction effect between motivation and epistemic beliefs also demonstrated different patterns across the four societies. Implications for the role of motivation and epistemic beliefs in optimizing student learning and achievement are discussed. [ABSTRACT FROM AUTHOR]

A declining number of credit hours of English courses for English-majoring students at the National University of Mongolia lead teachers and students to focus on effective English education and what factors would affect it within credit hours allowed at the university. Meanwhile, English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the national interest in learning English, resulting in a greater demand for English teachers. This study investigated the motivation of Mongolian English-majoring students towards learning English and the factors affecting them to be demotivated. A total of 20 students majoring in English teaching at the National University of Mongolia, Erdenet School of the 2019-2020 academic year completed the questionnaire on English learning motivation and attended focus group interviews. The findings showed that the students had instrumental orientation and demonstrated a strong desire to learn English. However, they felt demotivated by their teachers' and classmates' attitudes and living situations. The researcher recommends that the students and the teachers create a conducive environment in the classroom, where the students can feel comfortable despite making mistakes, and also suggests other practical takeaways given this post-socialist English learning environment.