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Semester 1 2021-22
Seminar task sheet for week 3: L2 Motivation (1)
Session tutor: Xin Gao

Pre-seminar task

English learner Questionnaire

In this activity, you will learn about the process that the researcher:

1) collects data for each variable, i.e., gathers information with quantitative instruments

variable: characteristics or attributes that vary among participants.

- To identify the variables in the study from the research questions and hypotheses, e.g. independent, dependent
and control variables
- To specify variables in a way that they can be measured (i.e., assigned a numeric score)

2) scores the data (i.e., assigns numeric values to responses)

3) prepares data for analysis

4) analyses the data to answer descriptive research questions (i.e., makes calculations with descriptive
statistics)

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Seminar task

Please use the link to complete the Work Log for the group activity.

In this activity, you will learn about the process that researchers design questionnaire items, analyse quantitative
data and how the results of this process are reported.

Multi-item scale: a cluster of several differently worded items that focus on the same target
The scores from multiple questions are consistent with each other (called internal consistency or Cronbach’s
alpha,  ). The scores for all questions should relate to each other at a positive, high level (Cronbach’s alpha
= .7 – 1.0)

Activity 1a:
Please fill in in the blanks below:

Q1 With English I will be able to travel on my own a lot. The scale Integrativeness is defined by 10 items, of
Q2 I like pop music made in English-speaking countries. which

Q3 I like the way people from English-speaking countries
behave.
Q4 English will enable me to better understand the
English-speaking nations’ behaviour and problems.
Q5 The more I learn about speakers of English, the more
- Items _3, 5, 10____ represent a general
positive outlook on the English language and
the people in English-speaking countries;
- Items __2, 6, 7___ concern an appreciation
of the English-speaking nations’ cultural

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 I like them.
Q6 I would really like to understand English-speaking
films and videos.
Q7 Many of my favourite stars (i.e. football players) are
from English-speaking countries
products conveyed by the media (i.e. films,
videos);
- Items 8,4 indicate a wish to become familiar
with the culture and people of the English-
speaking countries and

Q8 Knowing English will enable me to get to know
various cultures and peoples.
Q9 English is important to me because it is needed for
computing (i.e. using internet).
Q10 I like the English language.
- Items __9,1____ concern the attitude toward
English as an internationally important
language, particularly when traveling abroad
or making use of computer.
Because of the resemblance of the content of this
scale to Gardner’s notion of ‘integrativeness’, it
was labeled accordingly.

Activity 1b:
of 1-5 scale (from strongly disagree to strongly agree), please fill in the form below indicating clearly the lowest
(min.) and highest (max.) value in your group.
Use open-ended items, for example, please tell why …, thereby providing data that is qualitative and exploratory
in nature. If you seek for long and detailed accounts, other research methods such as interviews are likely to be
more suitable for the purpose.

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 Min. Please Tell Why Max. Please Tell Why

Q1 With English I will be able to

travel on my own a lot.

Q2 I like pop music made in

English-speaking countries.

Q3 I like the way people from

English-speaking countries behave.

Q4 English will enable me to better

understand the English-speaking
nations’ behaviour and problems.

Q5 The more I learn about speakers

of English, the more I like them.

Q6 I would really like to understand

English-speaking films and videos.

Q7 Many of my favourite stars (i.e.

football players) are from English-
speaking countries

Q8 Knowing English will enable me

to get to know various cultures and
peoples.

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Q9 English is important to me
because it is needed for computing
(i.e. using internet).

Q10 I like the English language.

You will also need to choose a spokesperson for your group and prepare a summary of the main points of your
discussion to share with the rest of the class.

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Activity 2a:
Please fill in in the blanks below:
Q11 I wish we had more English classes at school.
Q12 There is a pleasant atmosphere in my English
classes.
Q13 Students in this class group help each other in
learning English.
Q14 My English teacher adopts a teaching approach
suitable for me.
Q15 I enjoy learning English in this class group.
Q16 My English teacher gets on well with our
students.
Q17 The things I learn in my English classes are such
that they will be useful in the future.
Q18 I like our English teacher.
Q19 We have a lot of exciting tasks in my English
class.
Q20 I enjoy learning English in my English classes.
Activity 2b:
of 1-5 scale (from strongly disagree to strongly agree), please fill in the form below indicating clearly the lowest
(min.) and highest (max.) value in your group.
Appraisal of English class is very similar to the
‘Appraisal of the Classroom Environment’ scale found
by Clément et al. (1994), and has salient loadings
from 10 items, including
- indices of evaluations on the English class in
terms of its attractiveness, difficulty and
usefulness (i.e., Items ________), and
- evaluations of the English teachers in terms of
the rapport with the students, the teaching
approach and the teacher’s personality (i.e.,
Items _______). In addition,
- perceived group cohesion (i.e., Items ____)
appeared to be one of the important aspects of
classroom reality, significantly affecting students’
evaluation of the learning environment.
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Use open-ended items, for example, please tell why …, thereby providing data that is qualitative and exploratory
in nature. If you seek for long and detailed accounts, other research methods such as interviews are likely to be
more suitable for the purpose.

Min. Please Tell Why Max. Please Tell Why

Q11 I wish we had more English classes at school.

Q12 There is a pleasant atmosphere in my English

classes.

Q13 Students in this class group help each other in

learning English.

Q14 My English teacher adopts a teaching approach

suitable for me.

Q15 I enjoy learning English in this class group.

Q16 My English teacher gets on well with our students.

Q17 The things I learn in my English classes are such that

they will be useful in the future.

Q18 I like our English teacher.

Q19 We have a lot of exciting tasks in my English class.

Q20 I enjoy learning English in my English classes.

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You will also need to choose a spokesperson for your group and prepare a summary of the main points of your
discussion to share with the rest of the class.

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Activity 3a:
Please fill in in the blanks below:
Q21 I find it embarrassing if I make mistake when
speaking English.
Q22 I am sure I will be able to learn English well.
Q23 I would get nervous if I were asked to interpret for
an English speaker in a shop.
Q24 Compared with my peers, I am more confident in
my ability to use English.
Q25 I get confused if I have to give directions in
English to tourists.
Q26 I find the English lessons very difficult.
Q27 I think I have a good sense for English.
Q28 I am afraid that other students will laugh at me
when I speak English.
Q29 I am anxious when I am speaking English in
class.
Q30 I have had some bad experiences with learning
English (i.e. being criticized).
Activity 3b:
The third scale is composed of
- three items related to a confident disposition
about learning and using English (i.e. Items
____ ),
- three items concerning an anxiety-free belief
about using English in general (i.e., Items ____),
and
- four items reflecting anxiety-free belief about
learning English in class (i.e. Items _____ ).
Because of the strong resemblance with Clément’s
(1980) conceptualization of Linguistic Self-confidence,
this factor is labelled the same.
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of 1-5 scale (from strongly disagree to strongly agree), please fill in the form below indicating clearly the lowest
(min.) and highest (max.) value in your group.
Use open-ended items, for example, please tell why …, thereby providing data that is qualitative and exploratory
in nature. If you seek for long and detailed accounts, other research methods such as interviews are likely to be
more suitable for the purpose.

Min. Please Tell Why Max. Please Tell Why

Q21 I find it embarrassing if I make mistake when speaking

English.

Q22 I am sure I will be able to learn English well.

Q23 I would get nervous if I were asked to interpret for an

English speaker in a shop.

Q24 Compared with my peers, I am more confident in my

ability to use English.

Q25 I get confused if I have to give directions in English to

tourists.

Q26 I find the English lessons very difficult.

Q27 I think I have a good sense for English.

Q28 I am afraid that other students will laugh at me when I

speak English.

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Q29 I am anxious when I am speaking English in class.

Q30 I have had some bad experiences with learning

English (i.e. being criticized).

You will also need to choose a spokesperson for your group and prepare a summary of the main points of your
discussion to share with the rest of the class.

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Activity 4a:
Please fill in in the blanks below:

Q31 English proficiency will broaden my outlook.
Q32 English is important for the entrance examination
for the next stage of my education.
Q33 I think a well-educated person is supposed to be
able to speak English.
Q34 English will someday be useful for me in getting a
good job.
Q35 English is an important language in the world.
The scale Instrumentality corresponds to Gardner’s
(1985) similar category and suggests that learning
English is related to the perceived pragmatic benefit of
English proficiency, including
- one item concerning the importance of the
English language (i.e., Item _),
- four items concerning the contribution that
English proficiency makes to being an educated
or knowledgeable person (i.e., Items ____ ), to
passing examinations (i.e., Item _ ) and to
getting a good job (i.e., Item __ ).

Activity 4b:
of 1-5 scale (from strongly disagree to strongly agree), please fill in the form below indicating clearly the lowest
(min.) and highest (max.) value in your group.
Use open-ended items, for example, please tell why …, thereby providing data that is qualitative and exploratory
in nature. If you seek for long and detailed accounts, other research methods such as interviews are likely to be
more suitable for the purpose.

12
 Min. Please Tell Why Max. Please Tell Why

Q31 English proficiency will broaden my outlook.

Q32 English is important for the entrance examination for

the next stage of my education.

Q33 I think a well-educated person is supposed to be able

to speak English.

Q34 English will someday be useful for me in getting a

good job.

Q35 English is an important language in the world.

You will also need to choose a spokesperson for your group and prepare a summary of the main points of your
discussion to share with the rest of the class.

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Activity 5a:
Please fill in in the blanks below:

Q36 I would like to contact English speakers by email.
Q37 I would like to make friends with English
speakers.
Q38 I plan to travel to countries where English is
used.
Q39 I would like to spend some time abroad.
Direct contact with foreigners concerns desired
contact with people from English-speaking countries
and other foreign countries, including
- two items relating to an attitude toward making
friends with foreigners (i.e., Items ___) and
- two items associated with travelling to both
English-speaking countries and foreign countries
in general (i.e., Items ___).

This scale therefore corresponds to the xenophilic

orientations identified by Clément et al. (1994).

Activity 5b:
of 1-5 scale (from strongly disagree to strongly agree), please fill in the form below indicating clearly the lowest
(min.) and highest (max.) value in your group.
Use open-ended items, for example, please tell why …, thereby providing data that is qualitative and exploratory
in nature. If you seek for long and detailed accounts, other research methods such as interviews are likely to be
more suitable for the purpose.

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 Min. Please Tell Why Max. Please Tell Why

Q36 I would like to contact English speakers by

email.

Q37 I would like to make friends with English

speakers.

Q38 I plan to travel to countries where English is

used.

Q39 I would like to spend some time abroad.

You will also need to choose a spokesperson for your group and prepare a summary of the main points of your
discussion to share with the rest of the class.

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Activity 6a:

Q40 My parents really encourage me to study English. The sixth scale is defined by
Q41 People around me (e.g. friends, acquaintances) - three items related to the general appreciation of
tend to think that it is a good thing to know English. the English language in the student’ immediate
Q42 If I can speak English well, I will be highly environment, including the social context (Item
regarded by other people (i.e. friends). __ ), friends’ and acquaintances’ views (Item
__), and parents’ view (Item __).

It is labelled in accordance with Dörnyei and

Clément (2001) as Milieu.

Activity 6b:
of 1-5 scale (from strongly disagree to strongly agree), please fill in the form below indicating clearly the lowest
(min.) and highest (max.) value in your group.
Use open-ended items, for example, please tell why …, thereby providing data that is qualitative and exploratory
in nature. If you seek for long and detailed accounts, other research methods such as interviews are likely to be
more suitable for the purpose.

Min. Please Tell Why Max. Please Tell Why

Q40 My parents really encourage me to study English.

Q41 People around me (e.g. friends, acquaintances) tend

to think that it is a good thing to know English.

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Q42 If I can speak English well, I will be highly regarded by
other people (i.e. friends).

Q40 My parents really encourage me to study English.

You will also need to choose a spokesperson for your group and prepare a summary of the main points of your
discussion to share with the rest of the class.

Further reading - Questionnaire design:

Spada, N., Barkaoui, K., Peters, C., So, M. and Valeo, A. (2009) Developing a questionnaire to investigate
second language learners’ preferences for two types of form-focused instruction. System 37(1): 70-81.

Week 3 Learning Circles task

You should do this individually before you meet with your Learning Circle to discuss.

Note: please find an example of annotated bibliography from a tutor on a teacher education programme.

Post your answers as a team on Moodle: EDUC4222 discussion Forum by 25 th October.

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