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IN TH NAME OF ALLAH THE COMPASSIONATE THE MERCIFUL

MOTIVATION,

INTEGRATIVENESS,

ORGANIZATIONAL INFLUENCE,

ANXIETY,

AND ENGLISH ACHIVEMENT

Presented By: Hojat Jodai

EnglishResearch.ir

info@englishresearch.ir

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Outline Introduction

-Definition of motivation

-Motivation theories in SLA

-Integrativeness

-Studies in the related literature

Method

-Participants

-Instrumentation-Design

-Procedures

Findings

-Factor Analysis

-Reliability

-Path Analysis

Conclusion

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Introduction

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MOTIVATIONOne of the most widely accepted affective

factors

The “neglected heart of language teaching” (Rost, 2006)

The most used concept for explaining the failure or success of a language learner.

Definition of MotivationGardner (1985): Combination of efforts,

desire to achieve the goal of learning, and favorable attitudes toward learning the language.

(Dörnyei, 2005):A cumulative force of motives that is “on a continuum from zero to strong.”

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Motivation Theories in SLA

Early models: Macro-perspective, Product oriented, Social context based

1990s: Macro /Micro-perspective, Process oriented, immediate context based

The shift from “what” to “how”

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Gardner’s socio-educational model

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Integrativeness

The key construct of the Gardner’s socio-educational model

Gardner (1985) : It includes Orientation, Motivation, and a number of other attitudinal variables

Dörnyei (2005): A positive interpersonal and affective disposition toward the L2 group.

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Related Studies(World)

Masgoret & Gardner (2003) Meta Analysis Motivation: The highest correlate of achievement followed by Integrativeness and Attitude toward the Learning Situation.

Bernaus and Gardner (2008)

INT, ATT, INS : Positive predictors of MOT

MOT: Positive Predictor of Eng Ach.

ATT & Anx: Negative predictor of Eng Ach.

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Related Studies (Iran)

Following Gardner socio-educational model of L2 learning.

Sadighi and Maghsudi (2000): Integratively motivated students were better than instrumentally motivated ones.

Fazel and Ahmadi (2011): No statistically significant differences between integratively oriented students and instrumentally oriented ones as far as their writing performance exam were concerned, were found.

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Method

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Design

An ex post-facto , cross sectional , hierarchal research

Independent variables: Motivation, Integrativeness, Organizational influence and Anxiety

Dependent variable: English Achievement

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Research questions

1. Is Motivation a positive predictor of Eng. achievement?

2. Is Integrativeness a positive predictor of Eng. achievement?

3. Is Organizational Influence a null predictor of Eng. achievement?

4. Is language learning Anxiety a null predictor of Eng. achievement?

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Participants

Non-Probability Sampling

Participants: 164 male student from Imam

Ali Military Academy-Tehran

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Instrumentation

Background information questionnaire

A Placement test

Contextualized AMTB & Mini-AMTB (Gardner & MacIntyre, 1993)

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Procedures A written permission from designer of the

AMTBSelection of participants Informing participants Background questionnaire/AMTB and

Mini-AMTB)Measuring English AchievementHypothesis testing

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Data AnalysisValidity : Factor analysis

Reliability: Cronbach Alpha internal consistency

Cause and effect statistical analysis

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Results and Findings

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Factor Analysis

(KMO) and Bartlett’s Test: .71

Factors: Motivation, Integrativeness, Organizational Influence, and Anxiety.

Sample size◦Communalities>.60◦ Correlation coefficients >.80 ◦N: ρ> 10 (N= participants, ρ=variables)

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The distribution of variance among the components

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Descriptive Statistics

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Correlations

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Path Analysis

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Coefficients table for the first stage

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The Path model for the first stage

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Coefficients table for the second stage

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Discussions

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The Final path analytic model

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Summary of the Findings

*Motivation: The single best predictor of English achievement, all other things being equal.

* A test of Gardner’s socio-educational model of L2 motivation .

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Summary of the Findings

Integrativeness

Motivation

English Achieveme

nt

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Pedagogical Implications

to convince the military organization to be more supportive

the importance of Integrativeness

enhancement of students’ motivation= higher English Achievement

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Suggestions for Further Research

1- Consideration of the role of teacher and

learner

2-Operational definitions of motivation and

Integrativeness

3-longitudinal- qualitative studies

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Thank you