Is there a relationship between motivational components in English language learning?
List of Authors
  • Jacinta Ann Xavier Belaman

Keyword
  • Language Learning, Learning Motivation, Second Language Acquisition, Motivational Beliefs, Tertiary Education

Abstract
  • Motivational components in English language learning encompass a variety of factors that influence a learner's drive to continue studying the language. When it comes to the question of whether there is a relationship between motivational components in English language learning, research in the field of second language acquisition (SLA) has shown that various motivational components are interconnected and collectively influence a learner's engagement and success in learning English as a second language. This study investigates the relationship between various motivational components in English Language Learning (ELL) among university students. By adopting a quantitative approach, it systematically measures the value, expectancy and affective motivational components and their relationship between one another. A survey was administered to a diverse cohort of 100 undergraduate students from a public university. The instrument used was a 5-point Likert scale survey, based on the framework developed by Pintrich and De Groot (1990). It was divided into four sections, addressing respondents’ demographic information, value components, expectancy components, and affective components, respectively. The study found that learners were more extrinsically motivated. The study also found a significant positive correlation between the value and expectancy components. The study contributes to the pedagogical field by offering insights into optimizing ELL strategies through tailored motivational support. Ultimately, this research underscores the multifaceted nature of motivation in ELL and calls for ongoing, nuanced strategies to engage learners effectively.

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