Motivational orientations and their effect on English Language Learning: A Study in EFL Saudi Context.
(Ahmad Altasan, (2016
The aim of the present study is to explore integrative and instrumental orientations and their influence on foreign/second language acquisition. Then, it investigates Saudi students' motivation to learn English and the correlations between their motivational outlooks and their English achievement scores. A modified 18-item survey, adopted and modified from the Attitude/Motivation Test Battery (AMTB) developed by R. C. Gardner (1985), was administered to two groups of non-English major EFL students at two technical colleges from two different cities, Dammam and ArRass, in Saudi Arabia. Data were collected simultaneously and were subjected to some basic statistical analyses, such as mean and standard deviation. Overall, findings indicated that although Dammam group obtained higher English achievement scores, they were similar to ArRass group in respect of their motivational outlooks, which means that achievement scores were affected by other variables. In this study, the attitude toward English variable was examined and the results showed significant difference between the two groups.
(Ahmad Altasan, (2016
The aim of the present study is to explore integrative and instrumental orientations and their influence on foreign/second language acquisition. Then, it investigates Saudi students' motivation to learn English and the correlations between their motivational outlooks and their English achievement scores. A modified 18-item survey, adopted and modified from the Attitude/Motivation Test Battery (AMTB) developed by R. C. Gardner (1985), was administered to two groups of non-English major EFL students at two technical colleges from two different cities, Dammam and ArRass, in Saudi Arabia. Data were collected simultaneously and were subjected to some basic statistical analyses, such as mean and standard deviation. Overall, findings indicated that although Dammam group obtained higher English achievement scores, they were similar to ArRass group in respect of their motivational outlooks, which means that achievement scores were affected by other variables. In this study, the attitude toward English variable was examined and the results showed significant difference between the two groups.
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