Self-determination theory and motivational orientations of Arabic learners: a principal component analysis
Recognizing the value of motivation in language learning, some scholars attempt to gain insights into this abstract psychological state by exploring models of motivation developed by educational and social psychologists. The present study extends an earlier research on motivational orientations f...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit UKM
2010
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| Online Access: | http://journalarticle.ukm.my/2323/1/page1_21.pdf http://journalarticle.ukm.my/2323/ http://www.ukm.my/ppbl/Gema/GEMA%202010/pp%2071_86.pdf |
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| Institution: | Universiti Kebangsaan Malaysia |
| Language: | English |
| Summary: | Recognizing the value of motivation in language learning, some scholars attempt to gain
insights into this abstract psychological state by exploring models of motivation
developed by educational and social psychologists. The present study extends an earlier
research on motivational orientations for language learning based on the Self-
Determination theory. Unlike the previous study which involved the learning of French
in a bilingual English-French setting, this study explored the motivational orientations of
Muslim learners of Arabic. A 45-item questionnaire was administered to 228 students in
a tertiary education institution in Malaysia where Arabic is a requirement. With a total of
28 statistically reliable items, the Intrinsic Motivation-Knowledge, Intrinsic Motivation-
Accomplishment, Extrinsic Motivation-Identified Regulation, Amotivation and Religious
Motivation components accounted for 64.6% of the variance. Religious motivation
emerged as a new statistical subdimension of motivational orientation as Muslim learners
in the study showed strong religious motives for learning Arabic, a psychological state
which practitioners would want to capitalize on and sustain alongside with other
orientations. However, further research needs to be done to study the relationship
between the intensity and types of motivational orientations, efforts and learning
outcomes, and to compare and contrast the motivational orientations of learners of sacred
languages such as Arabic and Hebrew in three different settings: highly religious setting,
less religious and non-religious affiliated purposes. |
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