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MOTIVATION,INTEGRATIVENESS, ORGANIZATIONAL INFLUENCE, ANXIETY, and ENGLISH ACHIEVEMENT Presented By: Hojat Jodai EnglishResearch.ir [email protected]TRANSCRIPT
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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
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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.
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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