MOTIVATION STRATEGIES IN ENGLISH LANGUAGE LEARNING

Ariel L. Ramos, Ed.D.

Fitzgerald C. Kintanar, MA. Ed.
Jonnaveth V. Villacorte, AB-English

Languages and Social Sciences Department

Cebu Technological University

Abstract

Motivation has long been identified as one of the main factors affecting English language
learning, Gardner (cited n Degang, 2010). It can influence the learning achievements of the
students which are considered as predictor of success or failure in language learning. Thus, this
study determined the dominant level in English language learning motivation (instrumental and
integrative) of the first year BS Agriculture and BS Forestry students and its significant
difference when grouped according to course and gender. Through the use of descriptive-
quantitative method and the modified standardized questionnaire from Gardner’s Attitude/
Motivation Test Battery (AMTB), the study reveals that High motivation level is dominant in both
types of motivation which means that the respondents are highly motivated to learn English
because of utilitarian and integrative purposes. It has also been found that there is no
significant difference on students’ motivation level if grouped according to course and gender of
the respondents.

Keywords: Motivation, Instrumental motivation, Integrative motivation, motivation strategies

Introduction
English language has become a global language or a means for international
communication. It is interpreted that learning the English language is a tool for progress that
can be used to take hold of the global trends and growing demands of English language
speakers. However, this goal cannot be achieved without motivation. Littlewood (cited in
Degang, 2010) that in language learning, motivation is the crucial force which determines
whether a learner embarks on task at all, how much energy he devotes to it, and how long he
perseveres. It is a well-established belief among researchers that motivation is the main factor
involved in students’ language learning for it influences the students’ interest and determination
towards successful learning. Furthermore, motivation in learning the language is classified into
two main types: instrumental and integrative motivation. Instrumental motivation refers to
instrumental reasons targeting utilitarian purposes and immediate success like degree, future
jobs, higher salaries, achievements, etc. However, integrative motivation refers to the genuine
interest and a drive of a learner to learn the language in order to communicate and understand
with the target English language, culture, community and their way of life. With the accepted
significance of motivation in English language learning, several researchers have revealed that
students mainly learn the English language for instrumental reasons. Liu (2005) agreed with
this notion based on the result of her study of Chinese students at a Southern University in
China. Nevertheless, contrary to this findings, Moiinvaziri (2002) discovered that Iranian
students are both equally highly motivated instrumentally and integratively to learn English
language.

So, since the population of English language learners’ in CTU-Argao Campus is growing,
motivation is the significant aspect which can directly influence the learners’ success. A concrete
understanding on the differing levels of motivation should be taken into consideration for this is
one of the predictor in English language learning achievements. Looking to this situation, it
prompts the researcher to conduct a study that determines the predominant motivation level in
English language learning motivation as basis in compilation of motivation strategies which aims
to enhance the learners’ performance towards the greater success of language learning. This
study views that motivation either in instrumental or integrative motivation type is important to
the English language learners for this is the driving force to sustain the interests, participation
and positive attitudes towards language learning. It contends that high motivation level and
English language learning have the same importance which can be used by the learners as the
tool to encompass different influential factors that can affect the English language learning
achievements. Also, motivation establishes positive effects in self-empowerment and in
fulfillment of specific goals set by the learners.

Objectives and Methodology

This study aimed to determine the dominant motivation level of respondents in English
language learning in terms of instrumental and integrative type. It also sought to find out the
significant difference on the students’ motivation level when grouped according to course and
gender.

These objectives lead this study to utilize descriptive-quantitative method in which

information was collected through the use of modified motivational survey questionnaire which
was adapted from Gardner’s (1985) Attitude/ Motivation Test Battery (AMTB). The study was
conducted only in Cebu Technological University- Argao Campus and specifically located at Ed.
Kintanar Street, Lamacan,Argao, Cebu. The respondents of the study were 98 first year
students from BS Agriculture and BS Forestry department who were studying on the first
semester, Academic year 2013-2014. Before the study was being conducted, an approval was
sought to the Campus Director to allow the researcher to conduct the study, to the registrar for
the exact number of respondents and to the subject teacher of the respondents to allow the
respondents answer the questionnaire during their class hours. In addition, this study used
descriptive-inferential statistics such as frequency counts, percentage, weighted mean, and t-
test of mean difference for the quantitative interpretation of the gathered data.

Results and Discussions

English language learning motivation has two types: instrumental and integrative. The
following two tables (Table 1 and 2) present all the 20 questioned items, weighted mean and
their corresponding motivation levels.

Table 1
Respondent’s Level of Instrumental Motivation

Indicator Average
Description
Mean
1. I mainly focus on using English for class assignments and exams. 3.93 High
2. I simply quote the textbooks and do not really communicate myself
3.47 High
when speaking or writing in class.
3. I am interested in reading only English textbooks for my university
3.31 High
study, but not other English texts e.g. newspapers, magazines.
4. I am more interested in earning an English-medium university
3.43 High
degree and a good job than learning English language itself.
5. I am more interested in furthering my higher education than
3.46 High
learning English language itself.
6. Learning English is important for traveling abroad. 4.68 Highest
7. Learning English is important for making me a knowledgeable and
4.59 Highest
skillful person.
8. Learning English is important for making me an educated person. 4.55 Highest
9. Being proficient in English can lead to more success and
4.35 Highest
achievements in life.
10. Being proficient in English makes other people respect me. 4.09 High

Average Weighted Mean 3.99 High

The data reveals that in instrumental motivation, the dominant level is High in
the average weighted mean of 3.99. This implies that the respondents are highly motivated to
learn English language because of practical reasons and benefits. This was indicated in the
study of Hedge (2000) that the most common reasons for studying English as a second
language were for communication with people overseas, finding employment in high profile
career, processing international information, and understanding other cultures. It also pointed
out that in instrumental motivation underlies the goal to gain some social or economic rewards
through second language learning achievement.

Table 2
Respondent’s Level of Integrative Motivation
Average
Indicator Description
Mean
1. Studying English enables me to understand English books, movies,
4.38 Highest
pop music, etc.
2. Studying English enables me to better understand and appreciate
4.08 High
the ways of life of native English speakers.
3. Studying English enables to be able to keep in touch with foreign
4.00 High
acquaintances.
4. Studying English enables me to discuss interesting topics in
4.08 High
English with the people from other national backgrounds.
5. Studying English enables me to transfer my knowledge to other
4.12 High
people e.g. giving directions to tourists.
6. Studying English enables me to participate freely in academic,
4.18 High
social and professional activities among other cultural groups.
7. Studying English enables me to behave like native English
3.95 High
speakers e.g. accent, using English expressions.
8. Studying English enables me to appreciate English, Arts and
4.17 High
Literature.
9. Studying English helps me to be an open-minded and sociable
4.23 Highest
person like an English speaking people.
10. I am determined to study English as best as I can to achieve
4.28 Highest
maximum proficiency.
Average Weighted Mean 4.15 High

Table 2 shows that High motivation is the dominant level in integrative motivation with a
weighted mean of 4.15. This means that the respondents are learning the English language not
only for utilitarian purposes but also in achievement of integrative reasons. This was noted in
the study of Gardner and Lambert (cited in Mori, 2002) which suggested that a person’s need
for studying a second language is for the ability to socialize with the learning language
community.

Moreover, it presents that in integrative and instrumental motivation, High motivation

level is predominant. This means that the respondents are highly motivated in both types of
motivation. This is contradictory to the study of Lukmani (cited in Mori, 2002) which states that
in foreign language contests, like Thailand, instrumental motivation is not found dominant. It
implies that these students are motivated to learn the English language not only for practical
purposes but also for greater competence, self-empowerment and deeper understanding
towards the native speakers and its community. This result ensures that both types are meant
to work together for greater benefits in achieving English language proficiency.
In English language learning motivation, it regards course as the variable in motivation
level. Table 3 shows the result if there is any significant difference between students’ motivation
level and course.

Table 3
Difference of Motivation Level and Course
Critical
Group Mean SD N t-value Decision Interpretation
Value

BSA 4.098 0.7533 53 0.5714 Accept

1.99 Not Significant
BSF 4.009 0.7811 45 Ho

Table 2 shows that the t-test computed value of 0.5714 is lesser than the critical value
of 1.99, thus there is no significant difference between motivation level and course of the
respondents. This was emphasized by Ushioda (2009) that to understand motivation of second
language does not require to group the individual learners and to highlight the characteristics
that they share. This means that course preference of the respondents is not the label of the
learners’ motivation level because every individual has their own characteristics and goals
towards English language learning.

The motivation level in English language learning considers different factors such as
gender. Table 4 presents the result if there is any significant difference between students’
motivation level and course.

Table 4
Difference of Motivation Level and Gender
Critical Interpretatio
Group Mean SD N t-value Decision
Value n

BSA 3.863 0.7132 41 Accept

0.124 1.99 Not Significant
Ho
BSF 4.199 0.8032 57

According to the result in Table 3, computed t-value of 0.124 is lesser than the critical
value of 1.99. This finding leads us to accept the null hypothesis. Thus, there is no significant
difference between motivation level and gender of the respondents. This result is congruent to
the study of Muhamad Akram and Mamuna Ghani (2013) which revealed that there is no
significant difference males and females in their attitudes and motivation to learn English
language. With this, gender is not a variable which can affect the learners’ motivation in English
language learning. This study shows that gender is not a legend if a student is motivated or
not, hence it is an equal opportunity to both gender in showing their interest, desire and
greater drive towards the success in language learning.

Summary and Conclusion

From the findings being presented based from the survey which was thoroughly
analyzed and interpreted, it was found out that High motivation is the dominant level in
integrative and instrumental motivation. The respondents are highly motivated in both types of
motivation however; integrative motivation can be found as slightly more dominant than
instrumental. Moreover, there is no significant difference on the level of students’ motivation
when grouped according to course and gender.

Based on the study, it was concluded that high motivation level is dominant in both
types of motivation which is contradictory to the study of Lukmani (cited in Mori, 2002) which
states that in foreign language contests, instrumental motivation is not found dominant. This
proved that both types of motivation do not function in each ends, yet it works for
interrelatedness as both desires proficient language learning. The respondents are highly
motivated in English language learning not only for practical reasons but also for the integrative
purposes. Moreover, it also reveals that there is no significant difference in the students’
motivation level when grouped according to course and gender. It is an equal opportunity in
both gender and different courses to show interest, desire and greater drive towards the
success in English language learning. Hence, this study shows that regardless of course and
gender, the respondents is self-directed, highly motivated and more responsible in their own
learning.

Recommendations

Based on the findings of the study, the researcher recommends the following:

1. Utilize the high motivation level of the respondents to continue learning the English
language towards self-empowerment and higher proficiency in language learning.
2. Maximize classroom motivational strategies to strengthen the teacher-student
relationship and to enhance interaction of the language usage.
 3. Adopt the sample compilation of motivation strategies as guide in teaching and learning
the English language.
4. For further studies, the following topics are recommended.
a. Correlational study on motivation, attitude and anxiety in English language learning.
b. A replication of the study conducted in different departments of Cebu Technological
University- Argao Campus.
c. A study that would determine the significant relationship of motivation level to the
personal profile of the respondents within public or private institutions.

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