|Published online: November 22, 2016||$US5.00|
This study is aimed at analyzing the level and type of motivation needed to learn a second language. The sample consists of seventy adults taking training courses in English as a second language. An adaptation of the Educational Motivation Scale (EME-E) is used as a research tool, consisting of twenty-eight items that measure learning motivation. For the motivation dimension (α = 0.87), the factorial analysis determines that the subscales of intrinsic motivation, extrinsic motivation, and lack of motivation are consistent for their construct. Among the results, it is found that participants achieved the highest score in terms of intrinsic motivation, followed next by extrinsic motivation, and, finally, lack of motivation scored considerably low. In addition, female students enrolled in language courses have higher intrinsic motivation than their male counterparts. However, when unemployed and aged in the range between twenty and forty years, female students exhibit a higher degree of lacking motivation.
|Keywords:||Intrinsic Motivation, Extrinsic Motivation, Lack of Motivation, Learning, Foreign Languages|
The International Journal of Adult, Community and Professional Learning, Volume 24, Issue 1, pp.1-13. Article: Print (Spiral Bound). Published online: November 22, 2016 (Article: Electronic (PDF File; 390.353KB)).
Associate Professor, CA Pontevedra, National Distance University, Pontevedra, Galicia, Spain
Senior Lecturer, Didáctics and School Organization, University of Vigo, Pontevedra, Spain
Lecturer, Filologías Extranjeras y sus Lingüísticas, UNED (Universidad Nacional de Educación da Distancia, Madrid, Spain