AU  - Salih, Avraz Nazeer
AU  - Supervisor: Muhammedzade, Behbud
TI  - An investigation into undergraduate student's motivation towards learning English in Iraq
PY  - 2014///
CY  - Nicosia
PB  - Cyprus International University 
KW  - Bütünleştirici yönelim
KW  - Integrative orientation
KW  - İçsel motivasyon
KW  - Intrinsic motivation
N1  - Includes appendix (111-116 p.); Includes bibliography (102-110 s.); 1; CHAPTER ONE; 1; INTRODUCTION; 4; Significance of the Study; 5; The Aims of the Study; 5; Research Questions; 6; Study Hypotheses; 6; Problem Statement; 7; Procedure and Data Collection; 7; Limitation of the Study; 8; CHAPTER TWO; 8; LITERATURE REVIEW; 10; Description and Definitions of Motivation; 10; Theories of Motivation in psychology; 10; Expectancy -value theories; 11; Goal Theories; 12; Self-determination theory; 13; Motivation as a dynamic process; 14; Kinds of Motivation; 15; Intrinsic motivation; 15; Extrinsic motivation; 18; Orientations of Motivation; 18; Integrative orientation; 19; Instrument Orientation; 21; The relationship between intrinsic/extrinsic motivation and integrative and instrumental orientation; 23; Motivation in Language learning; 23; Benefits of Learning English language as a Foreign Language; 26; The role of Motivation in Foreign Language Learning (FLL); 27; English language learning in Iraq; 28; The factors that influence the motivation of FLL; 28; Contextual and Environmental factor in FLL Motivation; 31; Teacher as a classroom model; 33; School environment; 35; Instructional Factors in FLL Motivation; 37; Cognitive Factors in EFL Motivation; 38; Teaching Performance; 38; Student Attributes; 39; Factor that De-motivating foreign language learning; 41; Previous studies; 41; Al-Moghani, Hassan Mohamed (2003); 42; Keblawi(2005); 43; Ratanawalee Wimolmas(2006); 43; Qashoa (2006); 44; Zahra Vaezi(2008); 44; Zubairi, Ainol Madziah & Sarudin, Isarji Hj(2009); 46; Al-Tamimi and Shuib(2009); 46; Choosri and Intharaksa (2011); 46; Kurum(2011); 47; Ahmed Zanghar (2012); 47; Nakhon Kitjaroonchai(2013); 49; CHAPTER THREE; 49; METHDOLOGY; 49; Participants; 49; Research Tool; 50; Instruments; 51; Procedure; 52; Reliability of the questionnaire; 52; Validity of the Questionnaire; 53; Statistical Means; 54; CHAPTER FOUR; 54; DATA ANALYSIS AND DISCUSSIONS; 54; General Information; 54; Motivation; 56; Reults of Analysis related to Research Question 1; 68; Paired Samples T-Test (comparison between intrinsic and extrinsic motivation); 69; Result of Analysis related to Research Questions 2; 81; Paired Sample T-Test (comparison between Integrative and Istumental orientation); 83; Results of Analysis related to Research Question 3; 92; Discussion; 95; CHAPTER FIVE; 95; CONCLUSION,IMPLICATIONS AND RECOMMENDATIONS; 95; Conclusion; 97; Implications and Recommendations; 97; Implications; 99; Recommendations; 100; Suggestion for Further Studies; 102; BIBLIOGRAPHY; 111; APPENDIX
N2  - '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.'
ER  -