ISSN: 2222-6990
Open access
Motivation is the main determining factor to ensure successful achievement in foreign language acquisition. Ever since influential Canadian Psychologists, Gardner and Lambert introduced the term motivation in foreign and second language learning in 1959, numerous researchers investigated the nature of motivation, however, the area on relationships between motivational components is still understudied until now, especially in foreign language acquisition area. A random sampling of 131 participants from a public university in Malaysia responded to the survey. This quantitative study attempted to explore the relationships between motivational components, which have been identified as value components, expectancy components and affective components. Motivational scale by Pintrich & De Groot (1990) is used to compose the questionnaire, which examined the students’ motives in learning foreign language. The learners answered four sections, consist of Demographic Profile, Value Components, Expectancy Components and Affective Components by using a 5-point Likert scale survey. Analysis by using SPSS has been done to discover results in the form of mean scores and correlations scores. The findings revealed that the three motivational components have strong relations with students’ motivation. Additionally, the correlation analyses revealed interesting discoveries; Value and expectancy components showed favourable correlations, whereas there were negative correlations between expectancy and affective components and also between value and affective components. These findings are useful for teachers and curriculum writers since contribution of this study will clearly provide teachers and curriculum writers the foundation ideas to design and produce authentic lesson plans. The implementation of ideas from this study will motivate the students to learn foreign language skills based on value and expectancy components.
Nevisi, B. R., & Farhani, A. (2022). Motivational factors affecting Iranian English as a Foreign Language (EFL) learners’ learning of English across differing levels of language proficiency. Frontiers in Psychology, 13, 869599.
https://doi.org/10.3389/fpsyg.2022.869599
Beway, M. S., Hamamorad, A. M., & Hama-Said, H. H. (2023). The perceptions of Kurdish EFL learners towards using English authentic reading materials in the classroom. International Journal of Social Sciences & Educational Studies, 10(2), 92. Doi: 10.23918/ijsses.v10i2p92
Chan, S. H., & Lay, Y. F. (2021). Effects of attitude, self-efficacy beliefs, and motivation on behavioural intention in teaching science. Eurasian Journal of Educational Research, 93, 219-262. https://eprints.ums.edu.my/id/eprint/30149/
Cho, M. H., Park, S. W., & Lee, S. E. (2021). Student characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms. Studies in Higher Education, 46(3), 509-522.
https://doi.org/10.1080/03075079.2019.1643303
Cocca, M., & Cocca, A. (2019). Affective variables and motivation as predictors of proficiency in English as a foreign language. Journal on Efficiency and Responsibility in Education and Science, 12(3), 75-83. https://doi.org/10.7160/eriesj.2019.120302
Ebata, M. (2008). Motivation Factors. In 42nd TESOL Convention in New York: Dream and reality (p. 21). http://iteslj.org/Articles/Ebata-MotivationFactors.html
Elmoisheer, S., S., Elsawy, H., E., A. (2022). Improving EFL writing skills via reading of materials: An online course. Eurasian Journal of Applied Linguistics, 8(2), 66-76. Doi: http://dx.doi.org/10.32601/ejal.911542
Gan, Z., Liu, F., & Nang, H. (2023). The role of self-efficacy, task value, and intrinsic and extrinsic motivations in students’ feedback engagement in English learning. Behavioral Sciences, 13(5), 428. https://doi.org/10.3390/bs13050428
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology / Revue canadienne de psychologie, 13(4), 266–272. https://doi.org/10.1037/h0083787
Gönen, S. I. K., & K?z?lay, Y. (2022). Reading beyond the lines: Teaching critical reading in higher education. The Reading Matrix: An International Online Journal, 22(1). https://www.readingmatrix.com/files/27-mb6vs3ty.pdf
Gorges, J., & Kandler, C. (2012). Adults' learning motivation: Expectancy of success, value, and the role of affective memories. Learning and Individual Differences, 22(5), 610-617. https://doi.org/10.1016/j.lindif.2011.09.016
Hariri, H., Karwan, D. H., Haenilah, E. Y., Rini, R., & Suparman, U. (2021). Motivation and learning strategies: student motivation affects student learning strategies . European Journal of Educational Research, 10(1), 39-49. https://doi.org/10.12973/eu-jer.10.1.39
Hu, X., & McGeown, S. (2020). Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China. System, 89, 102199. https://doi.org/10.1016/j.system.2020.102199
Hubley, C., Edwards, J., Miele, D. B., & Scholer, A. A. (2023). Metamotivational beliefs about intrinsic and extrinsic motivation. Journal of Personality and Social Psychology, 10.1037/pspa0000362. Advance online publication.
https://doi.org/10.1037/pspa0000362
Hongbin W., Shan L., Juan Z., and Jianru, G. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical Education Online, 25:1. http://dx.doi.org/10.1080/10872981.2020.1742964
Jackson, S. L. (2015). Research methods and Statistics-A Critical Thinking Approach (5th Edition). Boston, USA: Cengage Learning.
Khalid, M., & Ahmad, Z. (2011). Classroom academic performance based on motivational and self regulating learning factors. Proc. 8th International Conference on Recent Advances in Statistics, 327-342. http://dx.doi.org/10.13140/2.1.4342.5289
Mara, R. R., & Mohamad, M. (2021). The use of authentic materials in teaching reading to secondary school students in Malaysia: A literature review. Creative Education, 12(7), 1692-1701. https://doi.org/10.4236/ce.2021.127129.
Marszalek J. M., Balagna D., Kim A. K., and Patel S. A. (2022). Self-concept and intrinsic motivation in foreign language learning: The connection between flow and the L2 self. Frontiers in Education. 7:975163. http://dx.doi.org/10.3389/feduc.2022.975163
Miao, X., & Wang, P. (2023). A literature review on factors affecting motivation for learning Arabic as a foreign language. Open Journal of Social Sciences, 11(6), 203-211. https://doi.org/10.4236/jss.2023.116014
Mulali?, A., & Obralic, N. (2016). The relationship between motivation components and preferred learning components among students at the international university of Sarajevo. Epiphany, 9(1), 75-84. http://dx.doi.org/10.21533/epiphany.v9i1.212
Nagle, C. (2021). Using Expectancy Value Theory to understand motivation, persistence, and achievement in university?level foreign language learning. Foreign Language Annals, 54(4), 1238-1256. https://doi.org/10.1111/flan.12569
Ollero Ramírez, N. (2014). The influence of motivation in the foreign language learning process. Fórum de recerca, 19, 695-707.
http://dx.doi.org/10.6035/ForumRecerca.2014.19.44
Pintrich, P. R., & De Groot E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Pintrich, P. R., Roeser, R. W., & De Groot, E. A. M. (1994). Classroom and individual differences in early adolescents’ motivation and self-regulated learning. The Journal of Early Adolescence, 14(2), 139-161. https://doi.org/10.1177/027243169401400204
Rahmat, N. H., Sukimin, I. S. ., Sim, M. S. ., Anuar, M. ., & Mohandas, E. S. (2021). Online learning motivation and satisfaction: A case study of undergraduates vs postgraduates. International Journal of Asian Social Science, 11(2), 88–97. https://doi.org/10.18488/journal.1.2021.112.88.97
Rosenzweig, E. Q., Wigfield, A., & Hulleman, C. S. (2019). More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/edu0000370
Seven, A. M. (2020). Motivation in language learning and teaching. African Educational Research Journal Special Issue. 8(2), pp. S62-S71. http://dx.doi.org/10.30918/AERJ.8S2.20.033
Shi, H. (2018). Self-efficacy beliefs and effective instructional strategies: US university English learners' perspective. International Journal of Teaching and Learning in Higher Education, 30(3), 477-496. https://files.eric.ed.gov/fulltext/EJ1199328.pdf
Sosin, A., Kramer, A. C., & Neubauer, A. B. (2023). Week-to-week fluctuations in autonomous study motivation: Links to need fulfillment and affective well-being. Journal of Educational Psychology. Advance online publication.
https://doi.org/10.1037/edu0000811
Ugwuanyi, C. S., Okeke, C. I., & Ageda, T. A. (2020). Motivation and self-efficacy as predictors of learners’ academic achievement. Journal of Sociology and Social Anthropology, 11(3-4), 215-222. DOI: 10.31901/24566764.2020/11.3-4.351
Wigfield, A., & Eccles, J. S. (2020). 35 years of research on students' subjective task values and motivation: A look back and a look forward. In A. J. Elliot (Ed.), Advances in motivation science (pp. 161–198). Elsevier Academic Press.
https://doi.org/10.1016/bs.adms.2019.05.002
Zheng, Y., Lu, Y., & Li, J. (2023). Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program. Foreign Language Annals. https://doi.org/10.1111/flan.12681
(Ibrahim et al., 2024)
Ibrahim, I. W., Azhari, S. H. A., Aziz, M. N., & Abdullah, S. A. binti S. (2024). Is There A Relationship Between Motivational Components in Foreign Language Learning? International Journal of Academic Research in Business and Social Sciences, 14(2), 1806–1825.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seenavc at: http://creativecommons.org/licences/by/4.0/legalcode