The paper aims to investigate Hungarian senior language learners' motivational contour with a special attention to factors influencing their motivational intensity. Nosotros focused on the significant features of Hungarian senior linguistic communication learners' motivational behaviour and conducted a survey with thirty senior Hungarian students learning English equally a Foreign Language (FL). This musical instrument was constructed based on Gardner's socio-educational model and Tremblay and Gardner's model of 2d language (SL) motivation. We performed a serial of statistical analyses on the data. The results of multiple regression analyses show that the most influential factors regarding motivational behaviour of older language learners in this context are attitude towards leaning the SL and goal specificity.
Introduction
There has been considerable inquiry on the role of different attitudes that may influence language learning acquisition (Csizér & Kormos, 2006; Gardner, 2004) and thus the importance of motivation regarding learning a foreign language (FL) has become an best-selling fact (Dörnyei, 2005; Dörnyei & Ushioda, 2011; Gardner, 2004; Kaur, 2016; Oxford & Shearin, 1994). In Hungary, learning a FL has been a priority for all generations, just in item for students in secondary education, as knowing a FL is a prerequisite for academy admission. Therefore, the role as well as influencing factors of motivation take been extensively investigated through large surveys focussing on Hungarian teenage language learners and university students (Csizér & Kormos, 2006; Dörnyei, Csizér, & Németh, 2006; Kormos & Csizér, 2014). Concerning old-aged learning, numerous studies of adult education have been conducted on altered cognitive abilities of older people concerning their language learning processes (Bóna, 2013; Fülöp, 2013), however, there has been piffling enquiry in the surface area of their language learning motivation (Kaczor, 2011). The aim of this article is thus to investigate the significant features of senior language learners' motivational behaviour who acquire English as a Foreign Language (EFL). For this purpose, we constructed a questionnaire based on Gardner'southward (1985) socio-educational model and Tremblay and Gardner's (1995) model of educational- and sociocultural perspectives of Second Language (SL) motivation. The main objective of this newspaper is thus to introduce the validation process of the questionnaire that was designed to address this research gap by focussing on and collecting data about senior EFL learners' motivational behaviour in Republic of hungary.
The main motivational concepts for second and foreign language (FL) learners
Motivation is one of the most pregnant aspects of second and FL learning; however, at that place seems to be no unanimous definition of information technology (Gardner, 2001; Kleinginna & Kleininginna, 1981; Oxford & Shearin, 1994). As motivation can be applied equally an umbrella term when dealing with human cognitive processes, well-nigh of its interpretations entail the following features. First, motivation means having a reason to perform a given activity. Secondly, information technology is the effort one is willing to invest into achieving a detail goal. Finally, motivation relates also to how long an individual can sustain doing a specific activeness (Dörnyei & Ushioda, 2011).
According to Gardner and Lambert (1972), apart from intellectual capacity and language aptitude, it is one'southward mental attitude towards the community equally well as their motivation for learning the target language that play an essential role when mastering a FL (cf. Gardner, 1985; Gardner, Gliksman, & Smythe, 1978). Therefore, we can presume that due to the effectual aspect of social psychological factors, language learning may differ from learning other schoolhouse subjects, since a item FL may as well subsume the application of a new cultural behaviour (Gardner, 2004). Appropriately, Gardner and Lambert (1972) stated that language accomplishment is greatly affected by not only cognitive, simply also affective factors including FL learning motivation (Clément, Gardner, & Smythe, 1977).
Gardner'due south (1985) socio-educational model
A summary of the variables that have an bear upon on motivation regarding learning both a SL and a FL was provided by Gardner'due south (1985) socio-educational model, the aim of which was to deepen i'due south agreement of the processes of acquiring another language. Motivation, as described, is a broad-based phenomenon comprising several characteristics. Even so, Gardner (2010) indicates that at that place are three main components regarding motivation. First, motivated language learners devote endeavour to attain their specific goal. 2d, they are too motivated by the desire to larn that particular language. 3rd, their attitudes towards leaning the SL/FL likewise plays an important function.
Similarly, Gardner's (2001) theory investigates the correlation betwixt motivation and goal, the latter provides a reason for one's motivational behaviour. The two aspirations chosen "integrative and instrumental orientation" (p. 10) take become the most prominent concepts regarding Gardner's conceptualisation on motivation (Dörnyei & Ushioda, 2011). The erstwhile refers to the "want and willingness to identify (oneself) with the other language community" (Gardner, 2001, p. 13) indicating a positive mental attitude toward the target group and active interest in that FL, as opposed to instrumental motivation, which concerns practical reasons of learning a particular linguistic communication (Gardner, 1983).
The dimensions of motivation as outlined above were afterwards complemented by other subsystems. Integrative motivation includes "(1) an interest in FLs, cultures and people (…), a desire (2) to broaden one's view and avoid provincialism (…), (3) for new stimuli and challenges (…), and (four) to integrate into a new community" (Dörnyei, 1994, p. 275). Instrumental motivation, on the other hand, encompasses knowledge related orientations (Clément et al., 1977); however, information technology may also concern language learning orientation depending on the quality and frequency of intercultural relations (Csizér & Kormos, 2006). The overall aim of Gardner's (1985) socio-educational model is thus to enhance one's agreement of the processes regarding learning some other language.
Gardner (1983, 1985) claims that individual differences should exist emphasized when acquiring a SL. In addition to individual differences, ability and motivation play an essential role that are also closely related to achievement. Environmental characteristics such as the cultural background and/or educational objectives of an private can also have an impact on one's motivational behaviour (Gardner, 2010). Further, the process of learning another linguistic communication occurs in both formal and informal contexts indicating the educational and out-of-classroom learning opportunities (Gardner, 1983). Such learning contexts all have linguistic and non-linguistic outcomes, which are, in plough, affected by linguistic communication learning motivation, attitude, or anxiety that stand in direct correlation with individual difference variables.
The socio-educational model is thus a "static representation of a dynamic ongoing procedure" (Gardner, 2010, p. 244) that entails constructs regarding individual differences such as attitude, integrativeness and instrumentality. These and the construct of ability are directly connected to language accomplishment, which is profoundly affected by linguistic communication anxiety. An interdependent relation among attitudes of learning, integrativeness, and instrumentality is also presented within the model highlighting possible positive correlations among the constructs. The model also represents a unidirectional relationship among attitudes, integrativeness, instrumentality, and motivation signalling that motivation is affected by them. The model too suggests that language feet has an impact on accomplishment, the effect of which can be contradistinct depending on learning related experiences (Gardner, 2010).
Gardner's (2001; 2004) Mental attitude/Motivation Test Bombardment
Based on the socio-educational model, the Mental attitude/Motivation Test Battery (AMTB) was created past Gardner (2001; 2004) and his associates. The AMTB questionnaire was developed with the aim to measure out the components of the model. In the original version, one can perceive five principal constructs including integrativeness, attitudes toward the learning state of affairs, motivation, language anxiety, and instrumentality subsuming 11 scales altogether. In the model, the construct 'motivation' is affected by all of the other constructs, each of them entailing various scales. For instance, (one) Integrativeness encompasses scales such equally Integrative Orientation or Attitudes toward the Target Group; (2) Attitudes towards the Learning State of affairs entails Teacher- and Form Evaluation. To Motivation (three) belong Motivational Intensity indicating the attempt to achieve a particular goal, Desire to Learn the Language, and Attitudes toward Learning the Language. Language Anxiety (four) includes Language Grade also every bit Linguistic communication Utilize related to Feet. Instrumentality (5) is the last component of AMTB, which encompasses the scale called Instrumental Orientation.
The AMTB was originally applied in the bilingual context in Canada, however, later it was found that the questionnaire could be applicable to FL learners as well. The survey questions were translated into several languages and tested with students betwixt the ages of 12–21 in various countries (Gardner, 2004).
Gardner and Tremblay's (1995) second language (SL) motivational model
Gardner and Tremblay (1995) aimed to expand the socio-educational model of Gardner (1985) past calculation a number of new measures to the original one. Their master goal was to define the part of linguistic communication learning motivation in an educational context, equally research showed that there had been a groovy number of other influences grounded in the educational orientation which could have a cracking bear upon on language learning such as endeavour, attention, and persistence (Crookes & Schmidt, 1991; Dörnyei, 1994; Dörnyei & Ushioda, 2011).
Their expanded model was based on the assumptions of motivational theories related to concepts of the psychological literature (embedded in the cerebral-situated period). Psychologists of this period perceived motivation mainly from the indicate of view of psychological activators that obtain a directive function on human activity, and who remember that private difference variables play an essential role in linguistic communication learning success (Dörnyei & Ushioda, 2011). The Expectancy-Value Theory, for instance, was originally developed with the aim of apprehending the relation of achievement and motivation. According to this theory, expecting to be successful plays an important role in existence motivated to perform a given activity. Hence, one of the most crucial expectations is self-efficacy, that is, one assuming to be able to represent a considerable accomplishment (Bandura, 1991). Similarly, in language learning, self-confidence acts equally an essential variable in terms of motivation that somewhen differs from the term self-efficacy for it entails the component of language speaking related anxiety every bit well. In the motivational model of Gardner and Tremblay (1995) both are represented indicating that depression levels of performance-expectancy are closely related to high-levels of feet.
In addition to that, Kanfer and Ackerman (1989), who indicate the significance of cerebral ability and effort in relation to achievement, attentional effort acts every bit a cadre construct of motivation. Farther, they state that "the construct of cerebral resources or attentional resources provides a theoretical linkage betwixt ability and motivation and clarifies the influence of objective job characteristics on power/motivation-functioning relations" (p. 659). Maehr and Braskamp (1986) differentiate betwixt the terms 'try' and 'persistence' by indicating that the former refers to the willingness to piece of work while the latter concerns the amount of time spent on a given task. For this reason, according to them, the most significant motivational variables, besides the measure of effort, are attending and persistence. Therefore, based on their theory, in the model of Gardner and Tremlay (1995), both attending and persistence are variables that reverberate on motivational behaviour.
According to Locke and Latham's (1989) goal setting theory, motivation is reflected in the effortful behaviour of achieving an objective that is predominantly indicated in the motivational orientation. The chief function of an attained goal is thus to determine the motivational orientation (Oxford & Shearin, 1994), since having goals may have a stimulating upshot on individual effort, persistence and direction (Locke & Latham, 1989). As Kormos and Csizér (2014) claim, "stiff intentional and instrumental goal orientations seem to enhance learners' views of themselves as successful future language users" (p. 293). For this reason, learners who fail to set goals, may non produce any changes in terms of endeavor that can have a negative touch on on their after learning-related achievement (Bandura, 1991). In Gardner and Tremblay'south (1995) model Goal Specificity (i.east. concerning the particularity of a given objective) and Goal Frequency (i.e. referring to the regularity of setting goals) are identified and presented within the broader concept of Goal Salience. Based on their theoretical model, Gardner and Tremblay (1995) synthetic a questionnaire relying on the SL motivational model, which was synthetic in French. It has been mainly practical in a French-English bilingual educational context, withal elements of it apply to SL or FL learning contexts as well.
Linguistic communication learning motivation of older learners in Hungary
Life expectancy has risen in recent decades in Hungary and in Europe generally. Hence, in that location is a continuing growth in the number and proportion of older persons in the population (DESA, 2017). It is claimed that by 2060 the number of Hungarians over the age of 65 will have reached 29%, which ways that most every third person in Hungary will be over 65 (Monostori, 2015). Co-ordinate to The Green Newspaper (2005), published past the Commission of the European Communities, elderly are grouped every bit follows: older workers are betwixt the ages of 55 and 64, elderly people are betwixt the ages of 65 and 79, whereas aged people are in a higher place the age of lxxx. This is the categorization we refer to in our paper.
In Hungary, one of the most essential documents on old-age education is the National Strategy for the Elderly (2009). One of its main aims is to emphasise the importance of active participation of elderly in today's club. The certificate also draws attending to the value of developing a positive social attitude towards the elderly, which includes policies in relation to active civic appointment.
In that location is also a growing number of older people wanting to learn a FL. In Hungary, at that place are several language learning opportunities including programs especially organized for them in community centres or in certain linguistic communication schools. The function of instructors educating senior students is thus of neat importance. As Kaczor (2011) pointed out, FL teachers instructing older learners perceived that their students' language learning related motivation differs from that of younger generations. In order to gain insight into the language learning mental attitude of the elderly, information technology is likewise important to understand how older people used to learn FLs. Hungarian FL pedagogy in the Post-World-War II years (similarly to, for example, the German language arrangement in that item menses of time) was characterized by teacher orientation, absolutism, and the so-called grammar-translation method (Grein, 2020; Kaczor, 2011), which had a meaning effect on this generations' current language learning behaviour (Fülöp, 2013; Grein, 2020).
Farther, research on gerontology institute that learning related goals of the elderly also differ from that of the younger learners (Bajusz, 2015). Social relationships, eventual travel, and prestige-increment within the family or in the society are the main aims to learn a FL in Hungary (Bajusz & Jászberényi, 2013). Withal, research in this area is meagre in the Hungarian context equally well equally in the international context. Therefore, a more in-depth assay of senior learners' linguistic communication learning motivations is needed. This exploratory written report is thus concerned with this very specific inquiry surface area and investigates language learning related motivation of the elderly by taking the educational- and sociocultural perspectives into consideration.
Research design and method
This study aims to measure senior learners' FL learning-related motivation. To investigate this, a quantitative written report was designed. The constructs of the survey were based on the socio-educational model of Gardner (1985) and the SL motivational model of Gardner and Tremblay (1995).
The following are the research questions:
a.What are the chief characteristics of Hungarian senior linguistic communication learners' English learning motivation?
b.What motivational scales take direct and indirect touch on senior language learners' motivational behaviour?
Participants and setting
The study was conducted at a language school in Budapest in June 2018. The participants in the study were 30 Hungarian older learners (26 females, 4 males), currently enrolled in English language linguistic communication courses at the institution. This small-scale study is conducted based on the notion that 30 is the minimum number of participants in club to validate the results of the questionnaire (Perneger, Courvoisier, Hudelson, & Gayer, 2015). The participants were between 55 and 74 years of age (Mean = 64, 5 years). Their expected level of English was of beginner (61%) pre-intermediate (26%), and intermediate level (13%). Beyond learning English, participants mentioned having learnt other languages including Russian, German, French, and Italian.
Research musical instrument
Research in the field of educational gerontology has mainly focused on investigating older adults' motivation to participate in traditional college education (Bajusz, 2015). Results evidence that want for becoming a fellow member of a community and the intention to acquire new knowledge are the most influential motivational factors (Kim & Merriam, 2004; Lin, 2011; McNair, 2011; Terrain, 2007). Our purpose is to broaden enquiry perspectives to former-age didactics past focussing on senior FL learners. In doing then, we present the validation process of a questionnaire designed specifically for older adults learning a FL in order to gain a better agreement of their language learning motivation. The original questionnaires were adapted and translated to Hungarian. In the validation process, we applied forrard and backward translation techniques to ensure clarity of the concepts used (Tsang, Royse, & Terkawi, 2017). The questionnaire consists of adapted elements from the AMTB survey (2004) deriving from the socio-educational model of Gardner (1985). Goal Salience based on the SL Motivational Model of Gardner and Tremblay (1995) was added to information technology. In addition, items concerning Goal Specificity and Goal Frequency were developed in the context of this report.
The participants were asked to fill in a 93-item questionnaire that focused on their FL learning related motivation. In addition to collecting descriptive statistics, the following constructs were measured with the help of a standard 5-point Likert Scale questionnaire (5 = strongly agree, 1 = strongly disagree).
ane.Integrative Orientation (4 items): students' attitudes to the civilization of the target linguistic communication group. Example: Studying English is important considering it will enable me to better understand and appreciate the English fashion of life (Gardner, 2004).
ii.Attitudes towards English speaking people (vii items): students' attitude to the target language group. Case: Native English speakers have much to be proud of because they have given the earth much value (Gardner, 2004).
three.Interest in FLs (8 items): students' attitudes to learning FL. Example: I wish I could speak many FLs perfectly (Gardner, 2004).
iv.Teacher Evaluation (six items): students' attitudes to their teacher instructing them during English language classes. Example: I am looking forrad to the English lessons, because I have a good teacher (Gardner, 2004).
v.English Course Evaluation (5 items): students' attitudes to the FL course. Example: I like my English classes then much that I look forward to studying more English in the futurity (Gardner, 2004).
6.Motivational intensity (6 items): related to the invested effort of learning a FL. Example: I try hard to understand everything I hear or see in English language (Gardner, 2004).
seven.Desire to learn English (vi items): concerns the motivational devotion to learn English as a FL. Case: I have a strong want to know all aspects of English language (Gardner, 2004).
8.Attitude towards learning SL/FL (6 items): related to the positive mental attitude to learning a SL/FL. Example: I programme to acquire equally much English as possible (Gardner, 2004).
9.Attention (6 items): originating in the SL Motivational Model of Gardner and Tremblay (1995), in which the original statements were adjusted into Hungarian, and 4 items were added and developed especially for this report. Information technology concerns the attentional effort devoted to learn the SL/FL. Case: When I am studying English language, I ignore distractions and pay attention to the task at hand (Gardner & Tremblay, 1995).
10.English Class Feet (half-dozen items): concerning feet that can be aroused in interpersonal communication during the English class. Example: I never experience quite sure of myself when I am speaking in our English class (Gardner, 2004).
11.Linguistic communication Use Anxiety (10 items): consisting of Linguistic communication Class- and Linguistic communication Employ Anxiety in the AMTB questionnaire. Questions of the latter were adapted from the research by Piniel (2017). It concerns measuring SL/FL use anxiety related to the different skills of SL/FL. Example: I normally experience insecure when I have to write in English (Piniel, 2017).
12.Performance expectancy, self-efficacy beliefs (9 items): investigating the interrelationship of motivation, anxiety and self-efficacy too equally students' perception of their abilities to execute action in social club to achieve desired performances. Example: I am confident that I am able to perform oral tasks well during the English class (Piniel & Csizér, 2013).
xiii.Instrumental Orientation (v items): completed by iii items that were developed especially for the nowadays study based on Csizér and Kormos (2006). It refers to the practical reasons of learning a FL. Instance: Studying English is important because information technology will make me more than educated (Csizér & Kormos, 2006).
14.Goal Specificity (four items): concerns the specificity of the attained goal of FL learning. Example: I take a clear idea of the level of English I want to reach (Gardner & Tremblay, 1995).
15.Goal Frequency (iv items): deals with the recurrence of setting goals related to FL learning. Example: I often make a list of the things I accept to practise in my English class (Gardner & Tremblay, 1995).
Procedures
The questionnaire was newspaper-based and personally delivered to 30 senior students during their English linguistic communication classes of dissimilar courses in June 2018. The aim and focus of the study were explained to the participants in person as well equally in writing. The questionnaires were completed on a voluntary basis and anonymously. There were no time restrictions to consummate the questionnaire; notwithstanding, the average time spent on the questions was approximately 35 min. The questionnaires were thereafter nerveless and placed in an envelope which was sealed in front of the class.
Data assay
The collected data was computer coded using SPSS (Version 22). The level of significance was set for P < 0.05. In lodge to examine the reliability of the components, Cronbach's alpha values were computed in order to measure internal consistency for each construct. Afterwards computing these, the dimensionality of the scales was also investigated using main component analysis. Finally, multiple regression analyses were carried out past using a step-wise approach to estimate the human relationship amongst the motivational scales (Kormos & Csizér, 2008).
Results
Descriptive statistics and reliability measures
A principal component analysis was performed on the items of the scales in order to identify latent dimensions concerning motivational variables measured by the questionnaire. Following the component analysis, in order to gauge the reliability of the instrument, the items were computed past using Cronbach'due south alpha internal consistency reliability coefficients. The internal consistency was set for 0.half-dozen ≤ α (DeVellis, 2012) (Fig. 1).
Fig. 1.
Results of the internal consistency coefficient of the instruments as well every bit the descriptive statistics of the small instance sample-size questionnaire
Citation: Periodical of Adult Learning, Knowledge and Innovation 2022; ten.1556/2059.2020.00003
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Fig. 1.
Results of the internal consistency coefficient of the instruments as well as the descriptive statistics of the small case sample-size questionnaire
Citation: Journal of Adult Learning, Cognition and Innovation 2022; x.1556/2059.2020.00003
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Equally for reliability statistics, apart from instrumental orientation (α = 0.44), all the scales were institute acceptable (Murphy & Davidshofer, 1988). For this reason, this scale was excluded from further measurements.
Based on the descriptive statistics (Fig. 1), course evaluation (M = 4.50), motivational intensity (M = iv.xiii), and instructor evaluation (M = 4.12) showed the highest mean values among the measured scales. In that location was a significant departure in the scores of form evaluation (M = four.50, SE = 0.078) and performance expectancy (G = ii.94, SE = 0.113); this difference is statistically significant (t(29) = xiii. 37, P = 0.00). In the example of motivational intensity (M = 4.xiii, SE = 0.073) and goal frequency (M = 2.76, SE = 0.14; t(29) = ten.05, P = 0.00) we also establish statistically significant difference. Participants scored higher on integrative orientation (G = 3.99, SE = 0.11) than on linguistic communication feet (Chiliad = 3.nineteen, SE = 0.13) or classroom anxiety (M = 2.95, SE = 0.15); the differences hither likewise were statistically significant (t(29) = iii.87 P = 0.001; t(29) = v.04, P = 0.00). Equally standard deviation values showed (Fig. one), scales of goal frequency and goal specification belonged to the largest variation in the report, which indicates varying degrees of goal setting related to FL learning by senior learners of this sample. This information is necessary for language teachers when setting learning goals for/with their students.
Predictors of elderly students' FL motivation
We aimed to discover out what motivational and attitudinal scales may act as predictor variables related to elderly students' FL motivational behaviour, therefore multiple regression analyses were conducted with a stepwise arroyo. Co-ordinate to the results of the regression analysis where the criterion variable was motivational intensity (Fig. 2), it was revealed that attitudes towards learning EFL equally well as goal specification are the virtually significant predictor variables; the former having a stronger impact on motivational intensity. We also wanted to examine farther possible predictor variables that may have an indirect effect on motivational intensity, hence we conducted another wheel of regression analysis setting the ii main predictive variables of motivated learning behaviour every bit the benchmark variables.
Fig. 2.
Results of the regression analysis of the attitudinal and motivational scales with motivational intensity as the criterion variable
Commendation: Periodical of Adult Learning, Noesis and Innovation 2022; ten.1556/2059.2020.00003
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Fig. 2.
Results of the regression analysis of the attitudinal and motivational scales with motivational intensity as the criterion variable
Citation: Journal of Adult Learning, Knowledge and Innovation 2022; ten.1556/2059.2020.00003
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When establishing attitude towards learning a FL as the benchmark variable (Fig. iii), information technology is perceived that the strongest predictor variable is the desire to learn English, which is followed by attention, goal frequency and, last but not to the lowest degree, integrative orientation. Interestingly, according to correlational statistical significance regarding integrative orientation, information technology tin can be seen that integrative orientation and the dependent variable are in opposing direction. It may imply that integrative orientation of senior learners does non have an overall positive impact on attitudes towards FL learning. In other words, willingness to integrate into the community of the target language is not a motivational factor for people to a higher place the historic period of 55 to learn a FL.
Fig. iii.
Results of the regression analysis of the attitudinal and motivational scales with mental attitude towards learning a FL as the criterion variable
Citation: Periodical of Adult Learning, Knowledge and Innovation 2022; 10.1556/2059.2020.00003
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Fig. 3.
Results of the regression analysis of the attitudinal and motivational scales with attitude towards learning a FL as the criterion variable
Citation: Journal of Adult Learning, Knowledge and Innovation 2022; x.1556/2059.2020.00003
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Regarding setting goal specification as the criterion variable (Fig. 4), it tin can be seen that almost 40% of the variables is accounted for by attitudes towards learning the FL and functioning expectancy. The former has a stronger impact on goal setting than students' perception of their capabilities of executing functioning of English.
Fig. 4.
Results of the regression assay of the attitudinal and motivational scales with goal specification every bit the benchmark variable
Citation: Journal of Adult Learning, Cognition and Innovation 2022; 10.1556/2059.2020.00003
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Fig. 4.
Results of the regression analysis of the attitudinal and motivational scales with goal specification equally the benchmark variable
Commendation: Journal of Adult Learning, Knowledge and Innovation 2022; 10.1556/2059.2020.00003
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Past using path analysis (Fig. v), we found that the scale called 'Attitudes towards learning the language' has both a straight and indirect impact on motivated learning behaviour. This means that apart from having a shut link to motivational intensity, information technology besides has a noticeable issue on motivational behaviour through goal specification.
Fig. 5.
Path model of the hypothesized relationships between motivational intensity and the predictive attitudinal scales of senior learner' FL motivation
Citation: Journal of Adult Learning, Cognition and Innovation 2022; ten.1556/2059.2020.00003
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Fig. 5.
Path model of the hypothesized relationships between motivational intensity and the predictive attitudinal scales of senior learner' FL motivation
Commendation: Journal of Adult Learning, Knowledge and Innovation 2022; 10.1556/2059.2020.00003
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Farther investigation of instrumental motivation
As discussed, instrumental motivation was excluded from the concluding version of the questionnaire due to a depression level of consistency reliability coefficients, hence further analyses were performed with the aim to reconstruct the calibration. In doing so, we had 10 senior students write a brusk essay (between 100 and 150 words) on instrumental motivation in connection with learning EFL. The task was explained in Hungarian in order to avert any possible misunderstandings, and examples of possible instrumental motivations were collected so that students would not confuse this with motivational variables related to integrativeness.
The transcripts were analysed using grounded theory approach, that is, the analysis aimed for categories to emerge from the data (Charmaz, 2003; Glaser & Strauss, 1967). We followed an iterative procedure (Creswell & Miller, 2000) in which also qualitative comparison took place. Hence, the ii coders compared, discussed and resolved their disagreements in order to improve the reliability of the coding.
As discovered, there are different conceptualizations almost the practical reasons of EFL learning. One of the primary factors of instrumental motivation of learning EFL is related to travelling away and beingness able to utilize the language while planning the journey and during the vacation. The other factors include learning English for work purposes. Some of the senior language learners of this written report are still agile members of society, most of them occupy positions of dissimilar types in the medical or legal fields. In their essays, they referred to using English language for professional person purposes, such as participating at international conferences as well as using English while communicating with foreign patients or clients.
Based on the qualitative data analysis, the dichotomy of Gardner'due south (1985) conceptualization of instrumental equally well as integrative orientation regarding older language learners is perceivable. A desire to travel being the principal instrumental orientation of learning English may bespeak general openness towards foreign cultures instead of an integrative orientation.
Word
In this study, we investigated the main characteristics of senior Hungarian EFL learners' language learning motivation as well as the attitudinal scales having directly and indirect impact on their motivational behaviour. Every bit found, attitudes towards learning a FL and goal specification are the near significant predictor variables regarding motivational intensity. This ways that a positive attitude towards EFL learning and well-defined goals early on in the learning process may contribute to feeling more motivated to learn the FL. Desire to acquire English followed by attention and goal frequency have an indirect effect on motivational behaviour. Interestingly, older adults' integrative orientation does not have a positive outcome on their attitudes towards FL learning, as opposed to previous research on young adult-language learners' motivational behaviour (Csizér & Kormos, 2006; Dordi-nezhad, 2015; Molaee, Asadzadeh, & Dortaj, 2014). Integrativeness, in their instance, plays a especially meaning role in FL achievement. In other words, senior older learners, as opposed to immature developed-linguistic communication learners, practice not necessarily experience strong about learning a FL because of either having or wanting to develop a positive attitude toward the civilization of that target linguistic communication group.
Further, nosotros also constitute that operation expectancy or self-efficacy beliefs are strongly linked with language learners' motivational intensity. This finding is in line with previous studies (Jain & Sidhu, 2013; Kaur, 2016; Piniel & Csizér, 2013; Smet, 2016), co-ordinate to which self-efficacy is closely related to motivated linguistic communication learning behaviour. Even so, nosotros found that senior learners' performance expectancy has only an indirect impact on motivational intensity predicting goal specification in the first case.
Pedagogical implications and directions for time to come research
Based on this small-scale study, the following pedagogical aspects may be taken into consideration. Similarly to the context of younger language learners (Kaur, 2016; Smet, 2016), EFL teachers instructing older learners tin can expect their students to be mostly motivated and to have positive attitudes towards the course and the teacher. All the same, they can assume a lower level of performance expectancy in full general, which, in turn, may have an bear upon on language anxiety. This means that older language learners can often feel anxious when having to speak English in front of others. Every bit presented in the motivational model of Gardner and Tremblay (1995) and in Gardner's (2010) socio-educational model of language acquisition, language anxiety can potentially have a negative influence on learners' willingness to communicate in a FL. Hence, SL and FL professionals didactics older students with college level of linguistic communication feet should consider devoting closer attending to incorporating melancholia teaching strategies that aim to reduce this anxiety during class such equally different cooperative learning strategies (Nagahashi, 2007) or speaking activities (Hershner, 2015). Autonomously from that, we consider building a generally positive relationship with senior students who have language feet by treating them with peachy respect and appreciating their effort of learning and by focussing on their strengths instead of their weaknesses (Alrabai, 2014).
Furthermore, EFL or ESL teachers should go along in heed that older students obtain a nifty variety in relation to instrumental orientation of SL/FL learning. There are also varying degrees of goal setting in their case. In order for goal frequency and goal specificity to have an indirect and a direct impact on motivated language learning behaviour respectively, language educators should pay special attention to effective in-class group or ane-to-one discussions virtually linguistic communication learning related goal setting. In fact, opportunities for counselling senior linguistic communication learners in a one-on-i setting is a viable selection (Feldmeier & Markov, 2017; Hardeland, 2013; Metzig & Schuster 2003; Schmelter, 2006).
Amid the pedagogical recommendations on the unlike ways of facilitating effective goal setting, a needs analysis regarding students' language learning related needs may gene in as a main approach. This tin can exist followed by either 1-to-one or group discussions through which teachers can help students to fix upwardly their specific short every bit well as long-term goals with a special focus on formulating realistic expectations (Dörnyei & Csizér, 1998; Kato, 2009). Finally, systematic feedback from the teacher and self-cess activities may too contribute to students being able to monitor their learning processes (Schunk & Swartz, 1993).
Conclusion
Integrativeness and instrumentality have get the most well-known constructs associated with Gardner (1985). Nonetheless, Gardner'southward (2006) social-educational model does not simply focus on instrumentality and integrativity of linguistic communication learning motivation, simply likewise reveals a greater complication entailing several motivational as well as attitudinal factors having a considerable effect on achievement. Further, Gardner's model (2006) is not just a dynamic structural design encompassing the affective and motivational factors that have an influence on linguistic communication achievement but it also has a cyclical nature, that is, learners' experiences and achievement may constantly modify their mental attitude towards learning, which indicates a continuous and ongoing progress of SL/FL motivation (Baker, 1992 in Taie & Afshari, 2015, p. 610). Even so, critics of Gardner's social-educational model land that the original model has non been further developed, namely, its bones concept has never been adapted to findings in psychology dealing with homo mental processes. Additionally, as claimed, integrativeness is rather over-emphasized in Gardner's model and pays no attention to students being successful in linguistic communication learning without a positive mental attitude towards a SL/FL or more specifically, the target group (Taie & Afshari, 2015).
We acknowledge the limitations of this minor study that encompassed the lowest sample size for validating the results of our questionnaire (Perneger et al., 2015). However, the main limitation of this research is that our participants were from one institution solely. This implies that investigating the SL/FL motivation of participants coming from several parts of the country could result in fine-tuning results in the Hungarian context. Further, nosotros focused on a Hungarian sample which implies that involving participants from other countries characterized by dissimilar or similar FL education traditions within and later the Post-World-War Ii -period may farther refine our interpretations. In terms of survey methodology, reformulation of the items in the scale of instrumental orientation is too essential. For this reason, further research needs to take into consideration a larger population and also the modification of certain items in our instrument.
To conclude, as a successful FL speaker, 1 needs to invest considerable attempt in language learning that may involve not but participating actively during the linguistic communication classes merely also studying exterior of the formal educational context. Therefore, senior students besides have to learn how to organize their studies efficiently in an autonomous way to become successful language learners. Consequently, research on senior FL learners should also consider learner autonomy. Nevertheless, we remember our findings and their research methodological and pedagogical implications accept the potential to contribute to an evolving field of inquiry that aims to focus on senior language learners' motivational behaviour.
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Tsang, S., Royse, C. F., & Terkawi, A. Southward. (2017). Guidelines for developing, translating, and validating a questionnaire in perioperative and hurting medicine. Saudi Journal of Anaesthesia, 11(1), 80–89. https://doi.org/10.4103/sja.SJA_203_17.
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Tsang, S., Royse, C. F., & Terkawi, A. Due south. (2017). Guidelines for developing, translating, and validating a questionnaire in perioperative and pain medicine. Saudi Journal of Anaesthesia, 11(ane), eighty–89. https://doi.org/10.4103/sja.SJA_203_17.10.4103/sja.SJA_203_17
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