An investigation into undergraduate student's motivation towards learning English in Iraq
Avraz Nazeer Salih; Supervisor: Behbud Muhammedzade
- Nicosia Cyprus International University 2014
- XII, 116 p. table 30.5 cm CD
Includes CD
Includes appendix (111-116 p.) Includes bibliography (102-110 s.)
CHAPTER ONE 1 INTRODUCTION 1 Significance of the Study 4 The Aims of the Study 5 Research Questions 5 Study Hypotheses 6 Problem Statement 6 Procedure and Data Collection 7 Limitation of the Study 7 CHAPTER TWO 8 LITERATURE REVIEW 8 Description and Definitions of Motivation 10 Theories of Motivation in psychology 10 Expectancy -value theories 10 Goal Theories 11 Self-determination theory 12 Motivation as a dynamic process 13 Kinds of Motivation 14 Intrinsic motivation 15 Extrinsic motivation 15 Orientations of Motivation 18 Integrative orientation 18 Instrument Orientation 19 The relationship between intrinsic/extrinsic motivation and integrative and instrumental orientation 21 Motivation in Language learning 23 Benefits of Learning English language as a Foreign Language 23 The role of Motivation in Foreign Language Learning (FLL) 26 English language learning in Iraq 27 The factors that influence the motivation of FLL 28 Contextual and Environmental factor in FLL Motivation 28 Teacher as a classroom model 31 School environment 33 Instructional Factors in FLL Motivation 35 Cognitive Factors in EFL Motivation 37 Teaching Performance 38 Student Attributes 38 Factor that De-motivating foreign language learning 39 Previous studies 41 Al-Moghani, Hassan Mohamed (2003) 41 Keblawi(2005) 42 Ratanawalee Wimolmas(2006) 43 Qashoa (2006) 43 Zahra Vaezi(2008) 44 Zubairi, Ainol Madziah & Sarudin, Isarji Hj(2009) 44 Al-Tamimi and Shuib(2009) 46 Choosri and Intharaksa (2011) 46 Kurum(2011) 46 Ahmed Zanghar (2012) 47 Nakhon Kitjaroonchai(2013) 47 CHAPTER THREE 49 METHDOLOGY 49 Participants 49 Research Tool 49 Instruments 50 Procedure 51 Reliability of the questionnaire 52 Validity of the Questionnaire 52 Statistical Means 53 CHAPTER FOUR 54 DATA ANALYSIS AND DISCUSSIONS 54 General Information 54 Motivation 54 Reults of Analysis related to Research Question 1 56 Paired Samples T-Test (comparison between intrinsic and extrinsic motivation) 68 Result of Analysis related to Research Questions 2 69 Paired Sample T-Test (comparison between Integrative and Istumental orientation) 81 Results of Analysis related to Research Question 3 83 Discussion 92 CHAPTER FIVE 95 CONCLUSION,IMPLICATIONS AND RECOMMENDATIONS 95 Conclusion 95 Implications and Recommendations 97 Implications 97 Recommendations 99 Suggestion for Further Studies 100 BIBLIOGRAPHY 102 APPENDIX 111
'Abstract Everybody needs to have motivation and a reason for action. Second and foreign language learners should be offered the opportunity to be motivated and fulfill their learning orientations. The purpose of this study is to describe and examine Iraqi undergarduate students' intrinsic and extrensic motivation and toe examine the students' integrative and instrumental orientations towards learning English as a foreign language in Iraq. Additionally, the study aims to recognize the possible demotivational factors that may influence the students' motivation negatively. In the study, 150 EFL Iraqi students (68 male & 82 females) participated in completing a questionnaire to determine the students' tendancy towards the two kinds of motivation reflecting their orientations for learning English and what affects negatively their English learning motivation. They are undergraduate students from different levels ranging from 2nd to 4th yearand their ages are between 19-28 years. Unexpectedly, the data revealed that Iraqi undergraduate students have a higher degree of intrinsic that extensic motivation and it also showed that EFL Iraqi students were highly instrumentally and integartively motivated to study English, and their instrumental motivation appeared to be a little higher than their integrative motivation. Those unusual results were attributed to Iraqi students' interest in knowing more about English-speaking people and learning about their societies and cultures, and that was due to strong attitude Iraqi students have had towards them. Contrary to the findings of other related studies, difficulties with language item in English such as vocabulary and structures were found to be in the first place in items of demotivating factors. Based on the findings, recommendations and some implications which are significant to educators and policymakers as well as to researchers are provided. At last it is hoped that the results of this study could be of much benefit for developing , teaching and learning English in Iraq. KEYWORDS: Motivation, Intrinsic motivation, Extrinsic motivation, Instrumental orientation, Integrative orientation, Demotivation, EFL, Iraqi undergraduate students.'