การประชุมวิชาการระดับชาติ “นวัตกรรมและเทคโนโลยีวชิ าการ 2017”

“วิจยั จากองค์ความรูส้ กู่ ารพัฒนาอย่างยังยื

่ น”

การศึกษาแรงจูงใจในการเรียนภาษาอังกฤษของนักศึกษาระดับมหาวิ ทยาลัยไทยที่ใ
ช้ภาษาอังกฤษในฐานะภาษาต่างประเทศ
Investigating Motivation in Language Learning of EFL Students at a Thai
University
ศุภรัตน์ วัลกานนท์1* และ รัตนา นามปั ญญา2
Suparat Walakanon1* and Rattana Nampanya2

1
Linguistics Department, Faculty of Management Technology, Rajamangala University of Technology Isan,
Surin Campus
2
Linguistics Department, Faculty of Management Technology, Rajamangala University of Technology Isan,
Surin Campus

Email walakanon@hotmail.com*

Abstract
The purposes of the present study were to investigate the level of motivation in English language learning of
Thai EFL university students and examine which type of motivation was predominant to the students. The
participants were 90 third-year accounting students at Rajamangala University of Technology Isan, Surin
Campus. The instrument for the data collection was a motivational questionnaire consisting 20 items adapted
from Gardner’s Attitude/Motivation Test Battery (AMBT). The questionnaire aimed at surveying students’
perception on two types of language learning motivation: instrumental and integrative motivation. The results
suggested that the students had a high level of motivation in learning English language. The majority of the
students were also found to be inclined to integrative motivation than instrumental motivation.

Keywords: motivation, instrumental motivation, integrative motivation

Introduction (Gardner, 1985; Brown, 2000). Learning styles

Research in learning styles and motivation
of individual learners has gained increasing
research interest during the past two decades,
corresponding to the pedagogical paradigm shift
from teacher-centered to learner-centered
instruction. As a consequence, the teacher is not
the only factor that determines instruction success
(Ghaedi and Jam, 2014).
Of several factors influencing individual’s
learning process and outcomes, learning styles and
motivation are among the most essential ones
are defined as personal cognitive, affective, and
physiological traits that one is engaged in and
responds to the learning environment (Keffe, 1979).
In line with Keffe, Anderman and Anderman (2009)
advocate that learning styles may differ from one
learning setting to another. Likewise, Fleming
(2001) defines learning style as “an individual’s
characteristics and preferred ways of obtaining,
arranging, and analyzing information. From the
definitions provided above, it may be summarized
 การประชุมวิชาการระดับชาติ “นวัตกรรมและเทคโนโลยีวชิ าการ 2017”
“วิจยั จากองค์ความรูส้ กู่ ารพัฒนาอย่างยังยื
that learning styles differ according to individual’s
personal traits and learning situations.
Another main factor influencing one’s
abilities and performances in language learning is
motivation, as Dornyei (1998) postulates that
motivation is a powerful driving force that initiates
one’s learning and keeps him going through the
tedious learning process sustainably and
enthusiastically. In addition, enthusiasm and
persistence are the key indicator of how successful
one’s learning process is (Dornyei, 2002)
Background
Rajamangala University of Technology
Isan (RMUTI), Surin Campus, established in 1927,
is a state-run university in Surin Province, north-
eastern Thailand. With an ultimate goal in
producing hands-on graduates with abilities in
English language communication skills, the
university offers both English courses as mandatory
and elective subjects. Each class is on a basis of a
3-hour lecture a week for 15 weeks, totaling 45
hours a semester. Students at RMUTI, similar to
most of Thai universities, have a wide range of
language proficiency; however, the majority are in
the pre-intermediate level.
It is expected that the findings of the
present study could constitute better knowledge of
students’ motivation and learning styles, and also
to raise lecturers’ awareness of the significances of
these two factors when designing language
instruction plans.
Review of Literature
Language Learning Motivation
The terms “motivation” in language
learning has been defined by scholars in various
aspects. Gardner (1982), for example, views
motivation as a driving force, comprising three
factors: effort, desire, and affect, for a learner to
learn something. In this line, Harmer (1991) defines
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motivation as “internal drive” which induces
enthusiasm in learning a foreign language.
Moreover, Dörnyei and Ottó (1998) assert that
motivation is “the dynamic intellectual and physical
arousal” in an individual to learn a language.
Types of Motivation
Motivation has been classified by several
researchers and scholars in various aspects.
Krashen (1988), for example, categorizes
motivation in language learning into 2 broad types:
instrumental motivation and integrative motivation.
Instrumental motivation is related to the
appreciation of practical values of the target
language such as job opportunities, power, or
passing the examinations. Integrative motivation,
on the other hand, involves the desire to be part of
a community that speaks the target language and
the desire to be part of the community through the
use of the target language. Integrative motivation,
in other words, is related to the appreciation of the
value of the language rather than awards or
achievements incurred from the language itself.
Another categorization of motivation is
proposed by Harmer (1991), who divides motivation
into two types: short-term and long-term motivation.
Short-term motivation refers to student’s desire to
get some achievements in the near future such as
good learning grades, high examination scores, or
getting a good job. Long term motivation, in
contrast, is a sustainable plan to learn the target
language for their knowledge with passion.
Furthermore, motivation is also
categorized into another two types: extrinsic and
intrinsic motivation. Similar to integrative and long-
term motivation, intrinsic motivation is related to the
willingness and apprehension of the value of
learning of the learner. It is the internal desire of
the learner to study the target language. In
contrast, extrinsic motivation refers to the external
 การประชุมวิชาการระดับชาติ “นวัตกรรมและเทคโนโลยีวชิ าการ 2017”
“วิจยั จากองค์ความรูส้ กู่ ารพัฒนาอย่างยังยื
desire such as good school grades, compliments,
or being saved from punishment, of the learner that
makes him or her learn. Extrinsic motivation can
vary from short-term goals like school grades,
prizes, and rewards, to long-term goals such as
getting promoted, job opportunities, opportunities
for further education (Oletic and Ilic, 2014).
Objectives
This study aimed to investigate the
motivational level and preferences in learning styles
of undergraduate non-English majored students
with the fowling research questions:
1. What is the motivational level of third-year
accounting students at RMUTI, Surin
Campus?
2. Which type of motivation, integrative or
instrumental, is a predominant motivation
as perceived by the students?
Methodology
Participants
Participants of the present study were 90 third-
year accounting students taking a 16-week English
course entitled English for Business
Communication during June to August 2017. All the
participants were majoring in accounting and had
had at least nine years of English language
learning.
Instruments
The instrument used for data collection
was a questionnaire which comprised two parts.
The first part inquired about demographic
information of the respondents. The second part,
were divided into two main parts: language learning
motivation and learning styles. The language
learning motivation questionnaire was adapted
from Gardner’s Attitude/Motivation Test Battery
(AMBT) modified by Wimolmas (2012). The
questionnaire consisted 10 questions for
่ น”
instrumental motivation and 10 questions for
integrative motivation, totaling 20 questions. All
questions were on a 5-point Likert scale, ranging
from “strongly agree” to “strongly disagree”.
Data Collection
Upon the completion of content validation,
the questionnaire was distributed to the participants
at the end of their normal class of the English
course. The participants were given clear
instructions
about the questionnaire and how to complete
the items. The questionnaire was collected once
the students finished all the questions.
Data Analysis
The data obtained from the questionnaire
were analyzed on Excel program. The
demographic information of the participants was
calculated and presented in frequency and
percentage, while data regarding level of language
learning motivation were presented in mean value
and standard deviation. A five-point Likert scale
was employed to measure students' perception on
types and their level of motivation. The following
criteria were used to classify the level of motivation.
Mean Range Interpretation
3.68 – 5.00 High degree of Motivation
2.34 – 3.67 Moderate degree of Motivation
1.00 – 2.33 Low degree of Motivation
Results
This section discusses the major findings
of the present study obtained from the
questionnaire. The data are divided into two parts:
demographic information and level of motivation of
the respondents.
Demographic Information
As shown in Table 1, the total number of
the respondents was 90; the majority (82.5 %) were
 การประชุมวิชาการระดับชาติ “นวัตกรรมและเทคโนโลยีวชิ าการ 2017”
“วิจยั จากองค์ความรูส้ กู่ ารพัฒนาอย่างยังยื
่ น”

female students. Most of the students were aged

Motivation
between 21 – 23 years old and the rest were 18 – Instrumental Motivation ̅
𝒙 SD
Level
20 years old. Only one student was older than 24 8. Learning English is 4.50 0.63 high
years old. important for making
me an educated
Variable N Percentage (%) person.
9. I am more 4.43 0.67 high
Gender
interested in
Male 13 14.44
furthering my
Female 67 85.56
higher education
Total 90 100%
than learning English
Age
language itself.
18-20 years old 12 13.33
7. Learning English is 4.33 0.87 high
21-23 years old 77 85.55
important for making
Over 24 years 1 1.12
me a knowledgeable
old
and skillful person.
Total 90 100%
6. Learning English is 4.20 0.82 high
Table 1 Demographic Information of the Respondents important for
travelling abroad.
Motivation Integrative Motivation
This section presents the data of the Table 3 presents students’ perceptions in their
questionnaire on students’ instrumental and integrative motivation in language learning. Most of
integrative motivation in language learning. the respondents agreed that English is helpful in
helping them stay in touch with foreign friends (𝑥̅
Instrumental Motivation = 4.38). Moreover, they perceived that they always
Students’ perceived level of instrumental tried hard to improve their English proficiency as
motivation is shown in Table 2. Of the 10 items in much as possible (𝑥̅ = 4.33). They also reported
the questionnaire, the following four items achieved that learning English made them understand the
the highest average scores. Firstly, the students language when they read books, watched movies,
reported that learning English is essential as it
or listened to music (𝑥̅ = 4.28). The respondents,
makes him/her an educated person (𝑥̅ = 4.50).
in addition, stated that learning English made them
They also thought that they were interested in
understand cultures and the way of life of the native
continuing their education in the higher levels rather
speakers better (𝑥̅ = 4.13).
than learning English itself (𝑥̅ = 4.43). Next, they
believed that learning English made them become
knowledgeable and skillful persons (𝑥̅ = 4.33).
Finally, they perceived learning English as being
important for going abroad (𝑥̅ = 4.20).

Table 2 Instrumental Motivation

 การประชุมวิชาการระดับชาติ “นวัตกรรมและเทคโนโลยีวชิ าการ 2017”
“วิจยั จากองค์ความรูส้ กู่ ารพัฒนาอย่างยังยื
่ น”

Motivation Discussion and Conclusion

Integrative Motivation ̅
𝒙 SD
Level The present study was intended to
13. Studying English 4.58 0.63 high investigate level of motivation and determine which
enables me to type of motivation, instrumental or integrative, was
keep in touch with
foreign
a predominant motivation of the students in
acquaintances. language learning. The results suggested that the
20. I am determined to 4.53 0.67 high students were highly motivated in learning English
study English as language. They were also found to be significantly
best as I can to more integratively motivated than instrumentally
achieve maximum motivated. The students’ inclination towards
proficiency.
integrative motivation may indicate a good sign for
11. Studying English 4.38 0.87 high
enables me to the institution as it is an indicator that the students
understand English are aware of true values of English language. This
books, movies, is essential for sustainable learning.
music For this study to be further reconducted in
12. Studying English 4.33 0.82 high other contexts or institutes, it is suggested that
enables me to
future researchers put into considerations other
appreciate the
ways of life of factors such as learning achievements, larger
native English sample size, and learning styles in order to uncover
speakers. other aspects related to learning motivation.
Table 3 Integrative Motivation In conclusion, this study aimed to investigate
students’ English learning motivation and
Students’ Overall Perceived Level of predominant motivation in learning English. It was
Motivation conducted to 90 third-year accounting students who
were taking an English course at RMUTI, Surin
Motivation Campus in semester 1/2017. The findings
Type of Motivation ̅
𝒙 SD
Level suggested that the students demonstrated a high
Instrumental Motivation 4.04 0.80 high
learning motivation and had a predominant degree
Integrative Motivation 4.24 0.74 high of integrative motivation.
Table 4 Students’ Overall Perceived Level of Motivation

Table 4 shows the overall mean scores of Acknowledgements

instrument motivation and integrative motivation as
perceived by the students. The mean score of both
types of motivation the perceived integrative
motivation is significantly greater than that of
instrumental motivation (p <.05).
The researchers would like to express
their sincere thanks to Rajamangala University of
Technology Isan, Surin Campus and the Linguistics
Department for their permission for conducting this
research. We would also like to extend our
appreciation to the participants of this study.
 การประชุมวิชาการระดับชาติ “นวัตกรรมและเทคโนโลยีวชิ าการ 2017”
“วิจยั จากองค์ความรูส้ กู่ ารพัฒนาอย่างยังยื
่ น”

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