Dichotomy in English Language Learning Motivation: An Empirical Investigation Among Non-English Language Major Students
- 10.2991/978-2-38476-042-8_17How to use a DOI?
- Language Motivation; Language Learning; Instrumental Motivation; Integrative Motivation; Gender
Language motivation is deemed to be an indicator of success in language learning and acquisition. Gardner identified two motivational constructs, namely instrumental and integrative, which categorize every person’s intention for language learning. This study aimed to determine the motivational orientations of non-English language majors towards English language learning in terms of their gender. The results of the study disclosed that the respondents have high integrative and instrumental motivation toward English language learning, that is, integrative motivation being the highest of the two motivational constructs. Further, the results also indicated that the respondents, regardless of gender, want to be proficient in the English language for the easier expression of thoughts, communication, and social interaction, not necessarily to the native speakers, but to its immediate social environment, where the English language is frequently used for communication. This study can provide relevant information in developing teaching strategies for English language learning among most students in the tertiary level.
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Cite this article
TY - CONF AU - Patricia Mae T. Flores AU - Richard M. Rillo AU - Jomil Juanito AU - Marianet R. Delos Santos AU - Crisjame C. Toribio AU - Ericson O. Alieto PY - 2023 DA - 2023/04/28 TI - Dichotomy in English Language Learning Motivation: An Empirical Investigation Among Non-English Language Major Students BT - Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022) PB - Atlantis Press SP - 185 EP - 196 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-042-8_17 DO - 10.2991/978-2-38476-042-8_17 ID - Flores2023 ER -