Motivation as a Key Issue in the Learning of a Second Language

By Margarita González-Peiteado, Margarita Pino-Juste and Beatriz Rodríguez-López.

Published by The International Journal of Adult, Community and Professional Learning

Format Price
Article: Print $US10.00
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)).

Dr. Margarita González-Peiteado

Associate Professor, CA Pontevedra, National Distance University, Pontevedra, Galicia, Spain

Dr. Margarita Pino-Juste

Senior Lecturer, Didáctics and School Organization, University of Vigo, Pontevedra, Spain

Beatriz Rodríguez-López

Lecturer, Filologías Extranjeras y sus Lingüísticas, UNED (Universidad Nacional de Educación da Distancia, Madrid, Spain