Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement

Due to students' poor level of English achievement in Iran and the fact that some language institutes attribute this problem to students' lack of motivation, this study aimed to investigate the effect of motivation on students' English achievement. In this research motivation is con...

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Main Authors:	Khodadad, Masoomeh, Jagdish Kaur
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2016
Online Access:	http://journalarticle.ukm.my/10731/ http://journalarticle.ukm.my/10731/ http://journalarticle.ukm.my/10731/1/13972-44198-1-PB.pdf

id	ukm-10731
recordtype	eprints
spelling	ukm-107312017-10-07T17:26:08Z http://journalarticle.ukm.my/10731/ Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement Khodadad, Masoomeh Jagdish Kaur, Due to students' poor level of English achievement in Iran and the fact that some language institutes attribute this problem to students' lack of motivation, this study aimed to investigate the effect of motivation on students' English achievement. In this research motivation is considered in relation to certain individual difference variables which may have important effects on motivation and L2 learning but no attention has been given to them in Iranian English learning context. Hence, this study intended to investigate the causal interrelations between the variables namely, attitudes toward the learning situation, integrativeness, motivation, strategy use, self-efficacy, and English language achievement. To this end, an adapted form of Gardner's (2001a) socioeducational model of second/foreign language learning was used. Research participants were 240 intermediate EFL learners at the Iran Language Institute. The participants were administered the Attitude Motivation Test Battery [AMTB], the Self-Efficacy Questionnaire [SEQ], and the Strategy Inventory for Language Learning [SILL]. Results yielded by Structural Equation Modeling showed that motivation had a direct significant influence on English achievement. However, the effect of motivation on English achievement was stronger when it was affected by attitudes toward the learning situation, integrativeness, and self-efficacy. Thus, to improve students' English achievement in Iranian EFL context, it is necessary to consider not only motivation but also self-efficacy and attitudes, on which students' motivation depend. Penerbit Universiti Kebangsaan Malaysia 2016 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/10731/1/13972-44198-1-PB.pdf Khodadad, Masoomeh and Jagdish Kaur, (2016) Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 22 (3). pp. 111-125. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/872
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Due to students' poor level of English achievement in Iran and the fact that some language institutes attribute this problem to students' lack of motivation, this study aimed to investigate the effect of motivation on students' English achievement. In this research motivation is considered in relation to certain individual difference variables which may have important effects on motivation and L2 learning but no attention has been given to them in Iranian English learning context. Hence, this study intended to investigate the causal interrelations between the variables namely, attitudes toward the learning situation, integrativeness, motivation, strategy use, self-efficacy, and English language achievement. To this end, an adapted form of Gardner's (2001a) socioeducational model of second/foreign language learning was used. Research participants were 240 intermediate EFL learners at the Iran Language Institute. The participants were administered the Attitude Motivation Test Battery [AMTB], the Self-Efficacy Questionnaire [SEQ], and the Strategy Inventory for Language Learning [SILL]. Results yielded by Structural Equation Modeling showed that motivation had a direct significant influence on English achievement. However, the effect of motivation on English achievement was stronger when it was affected by attitudes toward the learning situation, integrativeness, and self-efficacy. Thus, to improve students' English achievement in Iranian EFL context, it is necessary to consider not only motivation but also self-efficacy and attitudes, on which students' motivation depend.
format	Article
author	Khodadad, Masoomeh Jagdish Kaur,
spellingShingle	Khodadad, Masoomeh Jagdish Kaur, Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement
author_facet	Khodadad, Masoomeh Jagdish Kaur,
author_sort	Khodadad, Masoomeh
title	Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement
title_short	Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement
title_full	Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement
title_fullStr	Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement
title_full_unstemmed	Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement
title_sort	causal relationships between integrative motivation, self-efficacy, strategy use and english language achievement
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2016
url	http://journalarticle.ukm.my/10731/ http://journalarticle.ukm.my/10731/ http://journalarticle.ukm.my/10731/1/13972-44198-1-PB.pdf
first_indexed	2023-09-18T19:58:18Z
last_indexed	2023-09-18T19:58:18Z
_version_	1777406678232203264

Causal relationships between integrative motivation, self-efficacy, strategy use and English language achievement

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