Motivation has been proved to be one of the most important factors that influence language learning (Dörnyei, 2005). Consequently, it has been extensively examined in a number of contexts (Gardner & Lambert, 1972; Dörnyei & Csizér, 2002; Kormos & Csizér, 2007; Yashima, 2009; Al-Shehri, 2009; Kormos, Kiddle & Csizér, 2011 ). Despite the fact that English is a compulsory subject in the majority of Polish schools, there has been dearth of research looking at language learning motivation of Polish pupils. In the present study, 599 Polish pupils from southern Poland aged 15-16 enrolled in compulsory education filled in the motivational questionnaire. The participants were enrolled in compulsory in one of 10 schools from rural and urban areas. The questionnaire aimed to measured concepts frequently used in motivational research in applied linguistics such as Dörnyei’s 2005 ideal L2 self, motivated behaviour, instrumentality, international orientation and knowledge orientation. The questionnaire also contained scales developed on theories from general and educational psychology; namely, the L2 self, self-efficacy beliefs, intrinsic motivation and self-regulation. The data was analysed using the SPSS Package. Whereas a number of factors emerged analysis (ideal L2 self, the L2 self, self-efficacy beliefs, intrinsic motivation, the factor analysis of language learning goals revealed that the international orientation cannot be distinguished from knowledge orientation. Furthermore, the structural equation modelling has been applied to investigate the latent structure of language learning motivation.
|Publication status||Published - 2012|
|Event||EuroSLA 22: 22nd Annual Conference of the European Second Language Association - Adam Mickiewicz University, Poznań, UK United Kingdom|
Duration: 5 Sep 2012 → 8 Sep 2012
|Conference||EuroSLA 22: 22nd Annual Conference of the European Second Language Association|
|Country/Territory||UK United Kingdom|
|Period||5/09/12 → 8/09/12|
- Polish context