ISSN: 2222-6990
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In this globalized world, foreign language learning has become increasingly imperative. Despite the absence of an optimal linguistic environment, a heightened level of motivation is essential for mastering a foreign language. Learners are likely to experience demotivation when they exert significant effort in language acquisition without experiencing immediate improvement in their language proficiency. Consequently, understanding the motivational constructs in foreign language learning, particularly at the onset of the learning process, is vital. To this end, a quantitative study was conducted utilizing Vroom’s (1964) expectancy theory and Pintrich and De Groot’s (1990) motivational scale theory as the conceptual framework. The study involved administering a 26-item survey, which used 5-point Likert scales to 108 respondents studying French as a foreign language at a beginner level in a Malaysian public university. The survey was divided into four sections: demographic profile, instrumentality, expectancy, and valence. The findings revealed that learners exhibited both intrinsic and extrinsic motivation and had a positive perception of the importance of foreign language acquisition. Additionally, respondents had a strong belief in their ability to attain a high grade through hard work, although the fear of failure negatively impacted their motivation levels. Notably, there was a significant relationship between instrumentality, expectancy, and valence. These findings provide valuable insights into the motivational factors involved in foreign language learning at the beginner level and can potentially contribute to the cultivation of motivation in the foreign language classroom.
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In-Text Citation: (Amali et al., 2023)
To Cite this Article: Amali, N. A. K., Seng, H. Z., Rahmat, N. H., Mustafa, N. C., & Ibrahim, I. W. (2023). An Investigation of Learners’ Motivational Drive to Learn Foreign Language: A Look at Vroom’s Expectancy Theory. International Journal of Academic Research in Business and Social Sciences, 13(3), 580 – 596.
Copyright: © 2023 The Author(s)
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