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Title: Orientations and Motivation in the Learning of English as a Foreign Language Among Admas College Students
Authors: Meselu, Banti
Advisors: Dr.Teshome Demissie
Copyright: 2003
Date Added: 21-Apr-2008
Publisher: Addis Ababa University
Abstract: This study was devoted to examining students’ orientations and motivation to learn EFL at Admas College. An attempt has been made to ferret out these constructs vis-à-vis other variables such as attitudes and learners’ motivational intensity. The findings of the study were felt to be useful for English course designers, instructors (teachers), students, and higher institutes such as Admas College. Participants of the study consisted of 150 freshman regular diploma students enrolled for college English course and 10 English instructors. The study used a questionnaire survey of these participants as the principal tool of data collection. There were two questionnaires: one for the students and a parallel one for the instructors. Follow-up interviews and classroom observations yielded further (supplemental) input for the analysis of the research findings. The instruments were adapted from pertinent sources and piloted prior to the actual study. The students’ questionnaire and interview were administered in Amharic to guarantee free and spontaneous responses. After the data collection came to an end, the data were collated and analyzed. The questionnaire data were analyzed using descriptive statistics and one-way ANOVA test. The interview and classroom observation data were analyzed using frequencies and qualitative description. The results indicated that in this context where EFL is largely an academic matter, students’ integrative orientations of learning the language emerged even slightly more important than the instrumental ones. The close relationship amongst the items of the same orientation type or between the two orientation types implied the importance of the two goals for students in learning EFL. The results also revealed the students’ motivation to learn EFL was accounted for by the orientations behind. The students’ respectively exhibited high intrinsic/integrative and extrinsic/instrumental motivation to learn the language vis-à-vis the integrative and instrumental orientations reported. Besides, the students’ high desire to learn the language by expending much effort; the positive attitude towards the English speakers and the learning situation; and confidence in the language seemed to explain their significant motivation. However, some misconceptions that could suppress students’ motivation to learn EFL were documented. These included: students’ misconception of learning a specified body of language items in a linear fashion, being laughed at while speaking, and performing poor on exams. The instructors’ misconceptions of employing extrinsic motivational strategies were also crucial. In addition, the instructors’ little attempt to provide periodic feedback and the inadequacy of the course to complement students’ goals were found to frustrate students’ motivation to learn the language. ix The results entirely posited that academically orientated students in this context had many pressing goals (reasons) for learning EFL. This calls for the importance of knowing these reasons and the affective variables involved to understand students’ motivation. In light of the findings, it was reasonably suggested that priority should be given to complement students’ various EFL learning and foster their motivation. Towards this end, improving the curriculum, designing support courses and classes, and conducting continuous appraisal of the curriculum are worth the effort by the course developers, instructors, and higher institutes such as Admas College.
Description: A Thesis Presented to The School of Graduate Studies Addis Ababa University In Partial Fulfillment of the Requirement for the Degree of Master of Arts in Teaching English as a Foreign Language (TEFL)
URI: http://hdl.handle.net/123456789/669
Appears in:Thesis - Teaching English as a Foreign Language

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