INTRINSIC AND EXTRINSIC MOTIVATION IN EFL LEARNING AT UNIVERSITY LEVEL

Danijela  M. Prošić Santovac; Ana  V. Halas Popović

doi:10.21618/fil2225086p

Authors

Danijela M. Prošić Santovac University of Novi Sad Faculty of Philosophy Department of English Studies
Ana V. Halas Popović University of Novi Sad Faculty of Philosophy Department of English Studies

DOI:

https://doi.org/10.21618/fil2225086p

Keywords:

Self-Determination Theory, intrinsic motivation, extrinsic motivation, foreign language, English language

Abstract

Whether learners are motivated or not and, if they are motivated, whether their motivation is intrinsic or extrinsic is an important factor inﬂuencing the outcome of learning a foreign language. This paper examines the intrinsic and extrinsic motivation of students learning English as a foreign language at B1 level according to The Common European Framework of Reference for Languages (CEFR). The theoretical background of the research set forth in this paper does not rely only on the aforementioned dichotomy but it is also based on a more detailed classification of extrinsic motivation by Ryan and Deci (2000) into four types (external regulation, introjected regulation, regulation through identification, integrated regulation) as well as the tripartite classification of intrinsic motivation by Vallerand et al. (1992) (intrinsic motivation to know, intrinsic motivation toward accomplishments, intrinsic motivation to experience stimulation). The aim of the research was to gain insight into the most significant factors inﬂuencing motivation of the aforementioned students, the type of motivation which is the strongest driving force in these students’ learning of English and the relation between diﬀerent types of motivation and the students’ gender, regular class attendance, voluntary participation in an extra written assignment and the total average grade obtained throughout the entire academic year. The sample for the research included 145 students at the Faculty of Philosophy, University of Novi Sad enrolled on 14 diﬀerent study programmes. A quantitative approach to data collection was used through a questionnaire with closed-ended questions. The research results based on the statistical analysis of the collected data showed that the most important factor inﬂuencing motivation for EFL learning is the teachers’ behaviour and rapport with their students. In the examined sample, the most prominent type of motivation was an external one or, more specifically, regulation through identification and integrated regulation. A statistically significant diﬀerence was noticed in the case of participants’ gender as a variable in this research, especially taking into account intrinsic motivation to know and experience stimulation. Students’ irregular class attendance and decision not to participate in an extra written assignment were related to their lack of motivation. Furthermore, the degree of students’ motivation and their total average grade were in direct proportion. Finally, it was concluded that the participants perceived motivation as a significant outcome of EFL teaching.

References

Brown, H. Douglas (1990), ”M & Ms for Language Classrooms? Another Look at Motivation”, In: James E. Alatis (ed.), Georgetown University Round Table on Language and Linguistics 1990, Georgetown University Press, Washington, DC, 383–393.

Clément, Richard, Zoltán Dörnyei and Kimberly A. Noels (1994), ”Motivation, Self-Confidence, and Group Cohesion in the Foreign Language Classroom”, Language Learning, Wiley-Blackwell, New Jersey, 44, 417–448.

Crookes, Graham, and Richard W. Schmidt (1991), ”Motivation: Reopening the Research Agenda”, Language Learning, Wiley-Blackwell, New Jersey, 41, 469–512.

Deci, Edward L., and Richard M. Ryan (1985), Intrinsic Motivation and Self-Determination in Human Bahaviour, New York: Plenum.

Dörnyei, Zoltán (1994), ”Motivation and Motivating in the Foreign Language Classroom”, The Modern Language Journal, Wiley-Blackwell, New Jersey, 78, 3, 273–284.

Dörnyei, Zoltán (1998), ”Motivation in Second and Foreign Language Learning”, Language Teaching, Cambridge University Press, Cambridge, 31, 3, 117–135.

Dörnyei, Zoltán, and Kata Csizér (2002), ”Some Dynamics of Language Attitudes and Motivation: Results of a Longitudinal Nationwide Survey”, Applied Linguistics, Oxford University Press, Oxford, 232, 4, 421–467.

Dörnyei, Zoltán, Kata Csizér and Nãra Neméth (2006), Motivation, Language Attitudes and Globalisation. A Hungarian Perspective, Clevedon England: Multilingual Matters.

Gardner, Robert C., and Wallace E. Lambert (1959), ”Motivational Variables in Second Language Acquisition”, Canadian Journal of Psychology, Canadian Psychological Association, Ottawa, Ontario, 13, 4, 266–272.

Gardner, Robert C., and Wallace E. Lambert (1972), Attitudes and Motivation in Second Language Learning, Rowley, MA: Newbury House.

Harmer, Jeremy (1998), How to Teach English, Harlow, England: Longman.

Hayamizu, Toshihiko (1993), ”Between Extrinsic and Intrinsic Motivation: Examination on Individual Beliefs of the Links between Both Motivation”, Bulletin of the Faculty of Education, Nagoya University, Nagoya, 40, 77–88.

Hayamizu, Toshihiko (1995), ”Achievement Motivation Located between Extrinsic and Intrinsic Motivation”, Japanese Psychological Review, Kyoto University Sakyo, Kyoto, 38, 171–193.

Kreishan, Lana J., and Yahya A. Al-Dhaimat (2013), ”Intrinsic and Extrinsic Motivation, Orientation and Achievements in L2 of Arab Learners of English, French and German: a Study from Jordan”, International Education Studies, Canadian Center of Science and Education, Toronto, 6, 12, 52–63.

Lepper, Mark, and Jennifer Henderlong (2000) ”Turning 'Play' into 'Work' and 'Work' into 'Play'”, In: Carol Sansone and Judith Harackiewicz (eds.), Intrinsic and Extrinsic Motivation and Performance, Academic Press, San Diego, 257–307.

Midraj, Sadiq, Jessica Midraj, Garry O’Neill and Abdellatif Sellami (2008), ”The Aﬀective Factors and English Language Attainment of Arab EFL Learners”, International Journal of Applied Educational Studies, Gulf University for Science & Technology, Al-Yarmouk, Kuwait, 1, 1, 43–52.

Noels, Kimberly A., Luc G. Pelletier, Richard Clément and Robert J. Vallerand (2000), ”Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory”, Language Learning, University of Michigan, Wiley-Blackwell, Ann Arbor, Michigan, New Jersey, 50, 1, 57–85.

Oxford, Rebecca, and Jill Shearin (1994), ”Language Learning Motivation: Expanding the Theoretical Framework”, The Modern Language Journal, Wiley-Blackwell, New Jersey, 78, 1, 12–28.

Pae, Tae-II (2008), ”Second Language Orientation and Self-Determination Theory: A Structural Analysis of the Factors Aﬀecting Second Language Achievement”, Journal of Language and Social Psychology, SAGE Publications, California, 27, 1, 5–27.

Ramage, Katherine (1990), ”Motivational Factors and Persistence in Foreign Language Study”, Language Learning, University of Michigan, Wiley-Blackwell, Ann Arbor, Michigan, New Jersey, 40, 189–219.

Ryan, Richard M. (1995), ”Psychological Needs and the Facilitation of Integrative Processes”, Journal of Personality, Wiley-Blackwell, New Jersey, 63, 397–427.

Ryan, Richard M., and Edward L. Deci (2000), ”Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions”, Contemporary Educational Psychology, Elsevier, Amsterdam, 25, 54–67.

Salikin, Hairus, Saidna Zulfqar Bin-Tahir, Reni Kusumaningputri and Dian Puji Yuliandari (2017), ”Te Indonesian EFL Learners’ Motivation in Reading”, English Language Teaching, Canadian Center of Science and Education, Ontario, 10, 5, 81–90.

Skehan, Peter (1991), ”Individual Diﬀerences in Second Language Learning”, Studies in Second Language Acquisition, Cambridge University Press, Cambridge, 13, 275–298.

Topalov, Jagoda (2011), Motivacija u nastavi stranog jezika, Novi Sad: Filozofski fakultet.