Faculty of Education, UiTM Puncak Alam

TSL515 Second Language Acquisition

Title:

Varying Motivational Factors among ESL users: A Case Study.

Prepared for: Madam Roslinda binti Abdul Wab

Group members Matric Numbers

Farhanah Iman binti Masni Shahril 2016310169

Mohd Akhimullah bin Mohd Razi 2016712031

Shahmie Hamizan bin Abdullah 2016589173

Zaihasra binti Mhd Soif 2016720815

Contents

1.0 INTRODUCTION..................................................................................................................... 3
1.1 Introduction ............................................................................................................................. 3
1.2 Problem Statement .................................................................................................................. 5
1.3 Research Objectives and Research Questions......................................................................... 6
1.4 Significance of the study ......................................................................................................... 6
1.5 Limitations and scope of the study ......................................................................................... 7
1.6 Operational definitions............................................................................................................ 8
1.8 Conclusion ............................................................................................................................ 10
2.0 LITERATURE REVIEW...................................................................................................... 11
2.1 Introduction ................................................................................................................................. 11
2.2 Conceptual framework of the Study ........................................................................................... 11
2.3 Review of literature review ......................................................................................................... 12
3.0 METHODOLOGY ................................................................................................................. 14
3.1 Research Design.......................................................................................................................... 14
3.2 Population and Sampling ............................................................................................................ 15
3.3 Instruments.................................................................................................................................. 15
3.4 Data Collection ........................................................................................................................... 16
3.5 Data Analysis .............................................................................................................................. 16
4.0 FINDINGS AND DISCUSSION. ........................................................................................... 17
4.1 Section A: Demographic ............................................................................................................. 17
4.2 Section B(i): Instrumental Motivation. ....................................................................................... 19
4.3 Section B(ii): Integrative Motivation. ......................................................................................... 21
4.4 Overall mean for section B. ........................................................................................................ 23
4.4 Discussion. .................................................................................................................................. 25
5.0 CONCLUSION ............................................................................................................................. 27
References ............................................................................................................................................ 28
Appendix ............................................................................................................................................... 30

2
1.0 INTRODUCTION

1.1 Introduction

English is globally used across countries today; spoken and written. In

Malaysia where English has been recognized as the second language, it is certainly important

to be proficient in it, according to Gill, 2000. English language could be difficult to

comprehend if students are not well engaged or familiar with it. Those who are not used to

speak in English as second language outside the classroom might find it hard to understand

the lesson. (Dr. Fadel H.M. Al Othman & Dr. Khaled M. Shuqair).

It was published by World Buzz, Tara Thiagarajan had stated that Malaysian

students have poor English because they are not interested in learning. Education minister,

Maszlee Malik also has hoped that United Kingdom will provide English language training

for Malaysian teachers in a collaboration (Tara Thiagarajan, 2018). It was also mentioned by

the chairperson of Pintar Foundation, Dato Arshad Ayub that student’s lack of interest to

learn English is resulting to poor grasp of the second language.

Siti Khasinah had mentioned in one of her studies that motivation is a

contributing factor to second language acquisition. According to EnglishCentral (2015), we

can find only a few students who are excited to go to an English class as most of them hate it

and they are demotivated. Motivation is significantly related to achievement. Yi Liu

mentioned in his journal that motivation drives students towards a desired goal. As cited from

Ochsenfahrt in 2002, his study shows that motivation takes up 33% in contribution to

learning English while intelligent is 22%.

3
 There are various purposes of why a learner chooses to learn English. (Zazulak,

2018) has listed in an article of top five motivations for learning; learning English ease

communication while abroad, English is the lingua franca, learning English facilitates

communication with people from different countries, it improves career prospects and makes

working life easier. We could see from these lists, the reasons why people learn English are

mostly to attain actual goals such as furthering a career and reading English materials; which

is related to instrumental orientation.

Motivation was studied in terms of a number of different kinds of attitudes

(Brown, 2014). Instrumental and integrative orientations were identified as two distinct

clusters of attitudes. The list above shows us that most of the purposes for learning English

language could be define as instrumental orientations. Instrumental orientation is referring to

acquiring a language as a means for achieving practical goals such as furthering a career,

reading technical material, or translation (Brown, 2014). Brown also define integrative

orientation as learning English for the purpose of integrating themselves into the culture of

the second language group and become involved in the social interchange in that group. Ellis

(1994) believes that the best and the perfect motivation is the integrative motivation. He

believes that integrative motivation is more competent and well-organized.

The aim of this study is to learn about English as Second Language users’

preferences in regards to instrumental and integrative motivation. The study is based on the

theoretical constructs of integrative and instrumental orientation proposed by Gardner (1985).

The discussion of problem statement, research objectives, and research questions will be

included in this chapter. The significance of this study will be further discussed as well as the

limitations and operational definitions of terms for this study.

4
1.2 Problem Statement

The absence of instrumental and integrative motivation in learning second

language could affect the learner negatively. According to (Cook, 2002), students

who do not have these motivations will face problems and difficulties in learning

and acquiring the language in the classroom.

According to a research by Skehan (1989), students have various ways in

learning a second language. The success of acquiring second language is

depending on many factors, one of it is motivation (Deci and Ryan, 1985).

Nonintelligence factors, especially motivation has been shown to play a crucial

role in fulfilling the individual needs of language learners (Pintrich & Schunk,

2002).

The issue regarding which motivation (either instrumental or integrative) has

greater influence among university students has been debated since centuries ago;

also, numerous researches concerning this topic have been conducted all over the

globe over the past decades as well (Wong, 2011). Ellis (1994) believes that the

best and the perfect motivation is the integrative motivation. He believes that

integrative motivation is more competent and well-organized.

Many investigations and researches have been done in regards to studying

ESL users’ preferences in instrumental and integrative orientations while learning

the second language. Nonetheless, no research to date has looked into this matter

among Malaysian university students, especially UiTM Puncak Alam Tesl

undergraduates. Focusing on UiTM Puncak Alam, Faculty of Education third year

TESL undergraduates, this research examines their preferences in both

instrumental and integrative motivation in their second language learning process.

5
1.3 Research Objectives and Research Questions

Several research objectives and research questions have been derived

from the research problems stated above.

Research Objectives Research Questions

1. To learn ESL users’ preference in 1. What is ESL users’ preference in

regards to instrumental motivation. regards to instrumental motivation?

2. To learn about ESL users’ 2. What is ESL users’ preference in

preference in regards to integrative regards to integrative motivation?

motivation.

1.4 Significance of the study

The study of ESL users’ preference in regards to instrumental and

integrative motivation can be a learning paradigm in all education levels;

primary, secondary, and tertiary level to enhance students’ knowledge in

regards of the language itself. This could help them in the process of learning

in the classroom. It is important for the students since the findings of this

research will provide a better prospect for them in their ways of learning the

target language.

Moreover, according to (Tengku Mahadi & Jafari , 2012), it can be a

helpful factor in the process of learning a language by paying attention to the

role of motivation in teaching process, and developing, enforcing and

strengthening it. Teachers could use more useful and more effective methods

by being aware about learners’ attitudes towards learning English and its

relation with teaching process.

6
 Students could modify their attitudes towards second language

acquisition process and know how to cooperate with their colleagues of a

different learning motivation force.

This research also helps educators to adapt their teaching styles in

accordance to the students’ motivation force. This could create a better

environment for the students to acquire the second language, learning the

language effectively as the instructional delivery matches their attitudes

towards the target language.

1.5 Limitations and scope of the study

There is a limitation in this study that should be highlighted. The

sample size; 10 third year TESL students from Faculty of Education, UiTM

Puncak Alam campus is only a small fraction of the whole population of all

the UiTM Puncak Alam undergraduates who learn English as a second

language. Hence, it is not completely accurate to represent and generalize the

entire population.

7
1.6 Operational definitions

i. Instrumental Orientation

Instrumental orientation is defined as the tendency of an individual or

group to focus on assigned tasks and goals and the tangible benefits of
achieving them (e.g., increased pay) rather than on the interpersonal
relationships involved in achieving them (APA Dictionary of Phychology:
Instrumental Orientation , 2019). In this research, instrumental orientation is
defined as a force that motivates learners to learn English for pursuing a career,
reading technical orientation or getting promoted.

ii. Integrative Orientation

According to (Gardner R. C., Social Psychology and Second Language

Learning, 1985), the integrative motivation means learning the language
with the intention of participating in the culture of its people. We will be
using the same definition for this research.

iii. ESL User

ESL is and abbreviation of English as a Second Language. (Learner's

Dictionary , 2019) defines ESL as the teaching of English to people who
speak a different language and who live in a country where English is the
main language spoken. The definition of ESL user in this research is
learners of English language and use the language for communication
purposes.

iv. Preference

Preference, defined by (Cambridge Dictionary, 2019) is the fact that

you like something or someone more than another thing or person. The
definition of preference in this research is the tendency of ESL user to
choose between instrumental orientation and integrative orientation.

8
 1. 7 Second Language Theory Relating to the Research

This research is related to a Second Language Acquisition theory;

instrumental and integrative orientations under the Chapter 6: Affective

Factors. These orientations that play important aspects in the study are one of

the subtopics under social-psychological perspectives.

(Maslow, Motivation and personality (2nd ed.), 1970) mentioned in his

book that numerous researches and investigations in human learning have

shown that motivation is a key to learning in general. Gardner and MacIntyre

(1991) have argued that instrumental and integrative are forms of orientations,

and not actually types of motivation. (Brown H. D., 2014) claimed that one

could be inclined to both orientations.

(Wong, 2011) mentioned in his article that two socio-psychological

theorists; Robert Gardner and Wallace Lambert have examined the influence

of motivational variables in second language learning. Gardner also came up

with a socio-educational model that attempt to interrelate four aspects of

second language acquisition; social and cultural surroundings, individual

learning differences, setting of the learning process and linguistic outcomes.

One who learns the second language to pass an examination or to apply

for a job is seen as instrumentally motivated learner as mentioned by (Gardner

& Lambert, Attitudes and motivation in second language, 1972). On the other

hand, (Brown H. D., 2014) describes integrative orientation as learners who

wish to learn more about the culture of the second language group.

9
1.8 Conclusion

In this chapter, the details of the study have been introduced briefly.

The research objectives and research questions have also been mentioned in

this chapter. Moreover, significance of the study, limitation of the study, the

definitions of listed words related to the study are also mentioned in this

chapter for more detailed explanation. The discussion of literature review on

the preference of ESL users on instrumental and integrative orientations and

the past studies that have been done relating to this research will be included in

the next chapter.

10
2.0 LITERATURE REVIEW

2.1 Introduction

Motivation is an essential part in influencing to reach any goals. Woolfolk

(1998) postulates that motivation as an internal state that arouses, directs and
maintains behaviour. Language learners require motivation to successfully
acquire the target language. Motivation play as important role in driving learner
to attain specific goals. It prompts inspiration to learners initiate their learning
and directs it. Motivation can be from internal or external factors which
accelerates response from an individual. The rate success of second language
acquisition relatively dependant to motivation (Maslow,1970). Numerous studies
proved that motivation is a key to learning in general as well as in the context of
second language acquisition. It is believed that motivation leads to self-
actualization in learning language by developing individual competencies such as
independent, democratic and problem-solving skills (Dharmaraj, 2014).
According to Brown (2014), there are four different types of motivation in
learning language; intrinsic motivation, extrinsic motivation, instrumental
motivation and integrative motivation. For this research, instrumental and
integrative orientations are taken into in-depth discussion as both are related to
social-psychological perspectives.

2.2 Conceptual framework of the Study

The conceptual framework for this case study is purely based on Gardner &
Lambert (1972) ideas on types of motivation in language learning. There are four
distinct types of motivation namely; intrinsic motivation, extrinsic motivation,
instrumental motivation and integrative motivation. Only for instrumental and
integrative motivation will be discuss among students in Faculty of Education and
who are taking TESL course. Intrinsic and external motivation will not be
focused on this study. The finding of this research is to observe the varying of
motivation among ED2416B students as ESL users.

11
2.3 Review of literature review

a. Motivation among ESL users

Motivation among ESL users contributes into language acquisition.
This has been broadly recognized by scholars and researcher on
determining the level and success of second language acquisition.
Motivated learners are enthusiastic, eager to work hard, concentrate on the
tasks given, do not require constant encouragement, willingly to confront
challenges and could even motivate others, facilitating collaborative
learning (Shuqair & Al Othman, 2013) . Both researchers explain their
finding that it is apparent that motivation plays a significant role in
enhancing and expediting students’ English language learning in schools
and universities. Kea (2008) describes motivation as the result of conscious
and unconscious factors that stimulate and energise people in continually
doing something to attain a goal. This includes internal and external factors
such as intensity of desire, reward of achieving and expectation.

12
b. Integrative and instrumental motivation for ESL learners
Gardner and Lambert (1972) theory of motivation mentioned on two
crucial motivational constructs; integrative and instrumental motivation.
Instrumental motivation deals with desire to learn language because of
practical reason such as getting a job or applying for university. Integrative
motivation is when a learner learns the language for self-fulfilment, to
communicate better with the native speaker of the target language. Ditual
(2012) believes that positive attitude on English Language learning are
highly motivated both instrumentally and integratively. Language learners
are highly motivated to learn language as a mean to achieve their
instrumental goals such as getting a job and applying for higher education.
70% Pakistani learners are instrumentally motivated to learn English
language to secure their future career (Rehman, Bilal, Sheikh, Bibi, &
Nawaz, 2014). This is supported by Zhao (2012) on basic motivation
types for 124 Chinese students who learn English as a Second Language in
a local college in China shows that most of the students instrumentally
motivated more than integratively motivated. This is because students
believe that learning new language is difficult when there is limited
contact and communication with the native speakers from the target
language. Wimolmas (2012) conducted a research on 30 undergraduate
students in international institute in Thailand and found that students are
highly motivated to learn English slightly more instrumental rather than
integrative aspects. The result of this study is corresponding to Hong &
Ganapathy (2017) findings on 12 secondary school students in Penang are
instrumentally motivated in learning English.

13
3.0 METHODOLOGY

3.1 Research Design

From the literature review above, many studies had been carried out to

investigate the relationship between motivation and second language learning

achievement. Most of the methods used in the research were qualitative in nature.

This study used a quantitative method, specifically a case study in order to

provide greater insights and deeper thoughts of the students, regarding motivation,

from their point of view. Questionnaires were administered in this research. The

distribution of the questionnaires was done on a same day for every student

selected from the class. In order to get the essential information for the research,

questionnaire method has been used. Primary data is collected by the researcher

through Self-Administrative Questionnaire from the respondents. This can be

time consuming and make the respondent to think about the matter carefully and

give their best answers. This also ensures that the questions are answered

properly as well as ensuring that there will be no careless fill-ups of the

questionnaires due to unwillingness. The respondents were not allowed to keep

the questionnaire for the researchers’ further record. The researcher had the

consent from both the respondents and the lecturers prior to the research. The

purpose of the study was stated in the questionnaire and all personal information

of students will be confidential. All focus group discussion sessions were

conducted after school.

14
3.2 Population and Sampling

A population can be defined as the sample criteria for research study. The

participants of the survey were 10 semester six students from class B of the

Teaching English as Second Language from the Faculty of Education department

available in UiTM Puncak Alam. The chosen samples were from a similar class,

instructed by a similar English educator, and utilized similar course books or

materials. The purpose behind these criteria is to limit any dubious components

that will meddle with the consequences of the study. It will likewise encourage

simpler correlation while these students were viewed as of equivalent capacity or

from a similar foundation and conditions. All members were empowered to

convey information uninhibitedly and truly, as their own information will be kept

secret, including confidential details of their English educator and school.

3.3 Instruments

This survey used questionnaire as its medium of instrument. A dichotomous

set of questions are employed to rate the questions with possible answers of “Yes”

or “No”. A dichotomous question with two possible responses can be regarded as

dichotomous. Some of the items of the questionnaire were adopted from

Ratanawalee Wimolmas’s Survey of Motivation (2013). There are 20 main items

or questions in the questionnaire. The questionnaire consists of 2 parts: Section A

which covers on the respondents’ demographic, and Section B with two sub-

sections which are Section B(i) for instrumental motivation, and Section C in

regards to integrative motivation.

15
3.4 Data Collection

The questionnaires were distributed to the 10 students after their normal class

session. It was distributed by the researchers in order to avoid any confusion

which they would explain the instructions and clarify any possible doubts. The

questionnaires were then collected upon completion. The researcher also

emphasised on the privacy of this research. Neither participants name nor the

name of their educator will be mentioned in the report of this research. However,

they were informed too that at any point, they could stop their participation or

choose not to answer any of the questions, if they felt uncomfortable or

intimidated.

3.5 Data Analysis

The data obtained from the questionnaires were analysed to answer the

question which between the two types of motivation is the motivation for

respective ESL user. Descriptive analysis was then employed to find out the

answer on the questions of motivation and preferred activities. Data will be

analysed in detail through the usage of descriptive graphs and diagrams.

Frequency table are drawn to present the findings.

16
4.0 FINDINGS AND DISCUSSION.

4.1 Section A: Demographic

As per informed earlier in Population and Sampling, the respondents are 10

students of Group B, Semester Six, Bachelor Degree of Education in Teaching

English as Second Language of Faculty of Education, UiTM Puncak Alam. The

demographic data collected through the questionnaire is in regards to their

respective gender and age group. The findings are presented as per below;

Gender

Male
Female

Diagram 1.0 Distribution of respondents according to gender.

Diagram 1.0 depicts the distribution of respondents according to gender, in

which they are equally distributed with a frequency of 5 person per gender

respectively.

17
 Age group

22- 25 years
26- 28 years

Diagram 1.1 Distribution of respondents according to age group.

Diagram 1.1 depicts the distribution of respondents according to their

respective age group. 80 percent of the respondents or 8 individuals from the

group of respondents are aged between 22 to 25 years old. While the remaining

20 percent or two individuals are within the age group of 26 to 28 years old.

18
4.2 Section B(i): Instrumental Motivation.

Section B(i): Instrumental motivation

Respondent S1 S2 S3 S4 S5 S6 S7 S8 S9 S10
Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N
F1 / / / / / / / / / /
F2 / / / / / / / / / /
F3 / / / / / / / / / /
F4 / / / / / / / / / /
F5 / / / / / / / / / /
M6 / / / / / / / / / /
M7 / / / / / / / / / /
M8 / / / / / / / / / /
M9 / / / / / / / / / /
M10 / / / / / / / /
Frequency 2 8 1 9 2 8 5 5 5 5 8 2 7 3 10 0 10 0 7 3
Mean:
Frequency divided
0.2 0.8 0.1 0.9 0.2 0.8 0.5 0.5 0.5 0.5 0.8 0.2 0.7 0.3 1 0 1 0 0.7 0.3
by number of
respondent, 10

Table 1.0 Frequency and mean distribution according to respondents’ respective answers to each question in Section B(i)

19
Statement Statement
Number
S1 I only use English to do my assignments and the exams.
S2 I always copy sentences directly from books/article even though I do not understand the
meaning.
S3 I only read English materials that are related to my assignments
S4 I learn English to pass my Degree and to get a good job in the future.
S5 I learn English language just because I am interested in furthering my higher education.
S6 I learn English because it is important for travelling overseas.

S7 I learn English to look more sophisticated and knowledgeable.

S8 I learn English to have a better career in the future.

S9 I learn English because it can lead to more success and achievements in life.

S10 I learn English because being proficient in English makes other people respect me.
Table 1.1 Statements for respective statement number in Section B(i)

Table 1.0 and 1.1 revolves around Section B(i); Instrumental motivation. The mean

distribution for each ‘yes’ and ‘no’ answer for each question is also derived to help in

understanding which particular statements about instrumental motivation that these

individuals would agree the most to.

Table 1.0 had indicated that two statements in particular is the most agreed in regards

to instrumental motivation among the respondents, which is S8 and S9 respectively with a

mean score of 1. S8 would refer to that the respondents are learning English to have a better

career in the future and S9 would be about these respondents learning English because it can

lead to more success and achievements in life. On the other hand, the lowest mean or the

statement in which the respondents least agree to is S2 with a mean score of 0.1. Most of

them disagree that they would copy sentences directly from a book or an article even though

they do not understand the meaning.

The findings for this particular section also suggests that the data is bimodal, which is

having two variable or statements with the most number of frequency depicted by the same

statement of S8 and S9 with 10 ‘yes’ out of 10 respondents.

20
4.3 Section B(ii): Integrative Motivation.

Section B(i): Instrumental motivation

Respondent S1 S2 S3 S4 S5 S6 S7 S8 S9 S10
Y N Y N Y N Y N Y N Y N Y N Y N Y N Y N
F1 / / / / / / / / / /
F2 / / / / / / / / / /
F3 / / / / / / / / / /
F4 / / / / / / / / / /
F5 / / / / / / / / / /
M6 / / / / / / / / /
M7 / / / / / / / / / /
M8 / / / / / / / / / /
M9 / / / / / / / / / /
M10 / / / / / / / / / /
Frequency 9 1 8 2 10 0 10 0 10 0 10 0 5 5 9 1 10 0 10 0
Mean:
Frequency divided
0.9 0.1 0.8 0.2 1 0 1 0 1 0 1 0 0.5 0.5 0.9 0.1 1 0 1 0
by number of
respondent, 10

Table 1.2 Frequency and mean distribution according to respondents’ respective answers to each question in Section B(ii).

21
Statement Statement
Number
S1 I learn English because it can help me to understand English books, movies, pop music
etc.
S2 I learn English because I want to know and learn about the native English speakers’ ways
of life.
S3 I learn English because it allows me to discuss interesting topics with people all around
the world.
S4 I learn English because I am very interested to join activities organized by local and
international institution.
S5 I learn English because it allows me to transfer my knowledge to other people. For
example, giving directions to tourists.
S6 I learn English because it makes me more open-minded, and friendly like English native
speakers.
S7 I learn English because it allows me to behave like native English speakers. For example,
the accent and using English expressions.
S8 I learn English because I am interested about the culture of people around the world.
S9 I learn English because I am interested to get to know other people from other cultures.

S10 I want to learn English as best as I can so that I can have better proficiency and
understanding of the language.
Table 1.3 Statements for respective statement number in Section B(ii)

Table 1.2 and 1.3 revolves around Section B(ii); Integrative motivation. The mean

distribution for each ‘yes’ and ‘no’ answer for each question is also derived to help in

understanding which particular statements about integrative motivation that these individuals

would agree the most to.

Table 1.2 had indicated that there are six statements in total that the respondents fully

agree to in regards to integrative motivation, which are S3, S4, S5, S6, S9 and S10

respectively with a mean score of 1.On the contrary, S7 is the least agreed statement with a

mean score of 0.5. Suggesting that the respondents do not agree to the statement that they are

learning English because it allows them to behave like native English speaker.

This particular section also suggests that the data is multimodal, which is having

numerous variable or statements with the most number of frequencies. These are depicted by

the same statement of S3, S4, S5, S6, S9 and S10, with 10 ‘yes’ out of 10 respondents.

22
4.4 Overall mean for section B.

Section B(i): Instrumental motivation Section B(ii): Integrative motivation

Respondent
Yes No Yes No
F1 7 3 8 2
F2 6 4 8 2
F3 8 2 10 0
F4 5 5 10 0
F5 8 2 10 0
M6 5 5 8 2
M7 8 2 10 0
M8 5 5 9 1
M9 3 7 8 2
M10 2 8 10 0

Cumulative frequency:
sum of frequency for respective answer in
57 43 91 9
each section.

Mean:
Cumulative frequency for each respective
5.7 4.3 9.1 0.9
answer per every section divided by
number of respondents, 10

Table 1.4 Cumulative frequency and mean for each respective answer for Section B(i) and B(ii) respectively.

23
 Table 1.4 provides cumulative frequency and the overall mean for each ‘yes’ and ‘no’

according to the respective section of B(i) and B(ii). By doing so, we can provide a

comparison between the two section directly.

The findings indicates that the mean score for the answer ‘yes’ in section B(ii) is

higher than the section B(i)’s, 9.1 to 5.7 respectively. Adversely, the mean score of 4.3 for the

answer ‘no’ for section B(i) is higher than the mean score of ‘no’ in section B(ii) which is 0.9.

24
4.4 Discussion.

Findings from section 4.2 which discusses Section B(i); Instrumental

motivation had actually provided us some insights in regards to the respondents

perception towards the said type of motivation. The bimodal statements which

also happen to have the same highest mean score actually reflects how they

perceive instrumental motivation. All of them agree that they are learning English

so that it could lead them to having better career in the future, consequently

leading to even more success and achievements in life. This suggests that such

instrumental motivations are very much relatable to them in towards improving

their overall life and living conditions. On the other hand, the act of copying

sentences from a book or an article even though they did not understand them as

per suggested by statement 2 in that particular section shows how the respondent

are not able to relate to such act as an instrumental motivation as an ESL user.

The same goes for section 4.3 which discusses section B(ii); Integrative

motivation. By having 6 statements with a perfect mean score shows that

integrative motivation is much more relatable to most of them as an ESL user.

The least mean score acquired by statement 7 in that particular section reflects

this section very precisely; to be able to integrate with the native speaker, but not

becoming one themselves.

Section 4.4 serves to help in highlighting the respondents’ preference between

the two motivations as an ESL user. The mean score indicated that although there

both types of motivation contribute to them as an ESL user, integrative

motivation had a higher, much significant impact to them. Rather than using and

learning English just as an instrument or a medium for them to improve their

25
living conditions, they wanted to be able to communicate on a much wider scale

and have better understanding of the language and the native speaker’s lifestyle.

This tally with a particular research done by Maria Luisa and Eva M. In which

the group of students who are given cultural and grammatical contexts during

learning of English have positive attitude towards the learning strategies used as

they are more integrative- motivated. Highlighting how the desire of wanting to

be able to integrate within another culture actually helps to motivate better

learning conditions. In opposition, if the group of individuals is instrumentally-

motivated to learn or use English, at a certain point of time their motivation will

decrease. This is displayed by a research on a group of Japanese students who are

very much instrumentally- motivated to learn English for the entrance exam

requirement to enrol in a particular university whom study interest declined after

their successful entrance to the chosen respective tertiary education institution.

26
5.0 CONCLUSION

In conclusion, both instrumental and integrative contributes to an ESL user’s

motivation. There may be varying level of motivation between both types as different

individual has different perceptions about what motivates them the most. That being said,

integrative motivation would have a much longer and more sustainable impact on ESL user.

Instrumental motivation are usually implemented more by those who chose to study or use a

specific language to gain an edge whether it is career-wise or to improve their life condition,

generally. While integrative motivation on the hand, is much more catered to the general

aspect of second language acquisition.

27
References

APA Dictionary of Phychology: Instrumental Orientation . (2019, December 17 ). Retrieved from

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Appendix
1. Sample of questionnaire.

This questionnaire will be used on a mini research to study Varying Motivation among ESL
Learners from ED2416B. This questionnaire is divided into two sections; Section A and
Section B. The identity of the respondents are strictly confidential. Each of the respondent is
required to tick only ONE √ in the box for each statement.

SECTION A : Demographic Background

Age:
18 – 21
22 – 25
26 – 28
29 and above
Gender:
Male
Female

30
SECTION B(i) : Instrumental Motivation

No. Statement YES NO

1. I only use English to do my assignments and the exams.

2. I always copy sentences directly from books/article even though I

do not understand the meaning.

3. I only read English materials that are related to my assignments

4. I learn English to pass my Degree and to get a good job in the

future.

5. I learn English language just because I am interested in furthering

my higher education.

6. I learn English because it is important for travelling overseas.

7. I learn English to look more sophisticated and knowledgeable.

8. I learn English to have a better career in the future.

9. I learn English because it can lead to more success and

achievements in life.

10. I learn English because being proficient in English makes other

people respect me.

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SECTION B(ii) : Integrative Motivation

No. Statement YES NO

1. I learn English because it can help me to understand English
books, movies, pop music etc.

2. I learn English because I want to know and learn about the native
English speakers’ ways of life.

3. I learn English because it allows me to discuss interesting topics

with people all around the world.

4. I learn English because I am very interested to join activities

organized by local and international institution.

5. I learn English because it allows me to transfer my knowledge to

other people. For example, giving directions to tourists.

6. I learn English because it makes me more open-minded, and

friendly like English native speakers.

7. I learn English because it allows me to behave like native English

speakers. For example, the accent and using English expressions.

8. I learn English because I am interested about the culture of people

around the world.

9. I learn English because I am interested to get to know other people

from other cultures.

10. I want to learn English as best as I can so that I can have better
proficiency and understanding of the language.

32