Available online at www.sciencedirect.

com

Procedia - Social and Behavioral Sciences 66 (2012) 432 – 440

The 8th International Language for Specific Purposes (LSP) Seminar - Aligning Theoretical
Knowledge with Professional Practice

Motivation and Language Proficiency: Instrumental and

Integrative Aspects
Adlina Abdul Samada*, Atika Etemadzadehb, Hamid Roohbakhsh Farc
a,b,c
Language Academy, Universiti Teknologi Malaysia

Abstract

This study investigated the relationship between motivation and language proficiency of Iranian EFL learners studying in
Universiti Teknologi Malaysia [UTM]. Two aspects of motivation were considered in this paper i.e. instrumental and
integrative. 100 Iranian students studying in UTM and from different faculties served as respondents to reflect a variety of
ideas about learning a second language. Participants were those with IELTS band score 6 and above [high achievers] and
below 6 [low achievers]. An integrative and instrumental motivation nineteen-item questionnaire adopted from standardized
questionnaires such as Attitude Motivation Test Battery (AMTB) [1 & 2] was used as the instrument of the study. The results
motivation [r=.72].
This indicated that high achievers L2 learners were highly integrative motivated

© 2012
© 2012 The
The Authors.
Authors. Published
Published by
by Elsevier Ltd.
Elsevier Ltd.
Selection and
Selection and/or peer-review
peer-review under
under responsibility
responsibility of the
of the LSPLSP 2012
2012 Committee,
Committee, Language
Language Academy,
Academy, Universiti
Universiti Teknologi
Teknologi
Malaysia.

Keywords: motivation; instrumental/ integrative motivation; language proficiency

1. Introduction

Motivation plays a vital role in language learning without which even gifted individuals cannot
accomplish long-term goals, whatever the curricula and whoever the teacher [3; 1; 4; 5]. Moreover, it
has been widely accepted by teachers and researchers that motivation is one of the key factors
influencing the rate and success of second/foreign language [L2] learning because it often
compensates for deficiencies in language aptitude and learning [6; 7 ; 8; 9]. Thus, it might be said that
all other factors involved in second language [L2] acquisition presuppose the effects of motivation to

* Corresponding author. Tel.:+6-012-710-4628

E-mail address: m-adlina@utm.my

1877-0428 © 2012 The Authors. Published by Elsevier Ltd.

Selection and peer-review under responsibility of the LSP 2012 Committee, Language Academy, Universiti Teknologi Malaysia..
doi:10.1016/j.sbspro.2012.11.287
 Adlina Abdul Samad et al. / Procedia - Social and Behavioral Sciences 66 (2012) 432 – 440 433

some extent. There have been many motivational definitions and each one refers to only partial
aspects of it and not embracing all its components. Pintrich and Schunk [10], for instance, referred to
motivation as a force that energizes sustain and directs behaviour toward a goal. Dornyei ([11]:66) also

The essence is that motivation concerns the fundamental question of why people think and
behave as they do, and we should never assume that we know the answer.

1.1. The Importance of Motivation

Motivation is a complex variable and will become even more complex when the target of learning
is the mastery of a second/foreign language. Generally, learning a second language is different from
other subjects; since other variables such as learning cultural parameters that shape the framework of
learning a language are also included. Therefore, the role of affective variables especially motivation
becomes more crucial. The importance of motivation has also been addressed in both general
psychology and education, specifically in relation to language acquisition. Weinstein ([12]: 81) asserts
. In relation
to education and especially second language learning, Corder ([13]: 164) highlights the importance of
motivation as s inevitable that a human being will learn a second language if he
these definitions, it is not surprising that each
psychological school views differently the complexity and importance of motivation. Each school has
their own specific view toward human behaviour and each is associated with a different theory of
motivation whilst suggesting different definitions.

1.2. Integrative and Instrumental Motivation

Some scholars introduced two kinds of motivation among second language learners. Gardner [14],
a prominent scholar in the field of motivation by studying the principal motives that prompted learners,
laid particular stress on the integrative instrumental
motivation. According to Gardner [14], integrative

motivation uage, to get a better job or a

([15]: 472). Gardner, Clement & Gliksman [16] in their
ten-year-long research program proved that success in language attainment was dependent on the
learner's affective reactions toward the target linguistic-cultural group (in addition to aptitude for
learning a second language). This study highlighted the importance of integrative motivation in
language learning. However, some other studies [17]. They
indicated that instrumental motivation could be just as powerfully correlated with L2 achievement as
integrative motivation. Therefore, based on the aim of learning a second language, learners can be
divided into two separate groups; learners who learn English for instrumental purposes i.e. finding jobs
or improving the career and those who learn English for integrative purposes i.e. being a member of
that society. Eventually, Gardner [18: 144] gave clear definition for these two concepts:

Integrative reasons are defined as those, which indicate an interest in learning

the language in order to meet and communicate with members of the second
language community. Instrumental reasons refer to those reasons, which
434 Adlina Abdul Samad et al. / Procedia - Social and Behavioral Sciences 66 (2012) 432 – 440

stress the pragmatic aspects of learning the second language, without any
particular interest in communicating with the second language community.

In a number of other studies, Gardner [18] found that success or failure in learning French in Canada
was associated with integrative motivation. The results of such findings led to the development of a
battery of testing instruments, the Attitude/Motivation Test Battery (AMTB) ([14]; [1]), which has
stimulated many other empirical studies and helped Gardner [18] e
socio-

1.3. Motivation and Second language Learning

Motivation to learn is an intricate, multifaceted construct and becomes even more complex when
the target of the learning process is the mastery of a second language. Learning an L2 can be viewed
from two sides: language is a learnable school subject like other school subjects or
a central social psychological phenomenon ([14]: 139). McNamara [19] highlighted the social aspect
of L2 acquisition. This means that the mastery of an L2 is not merely an educational issue but it is also
a deeply social event with a wide range of elements of the L2 culture.

1.4. Purpose of the Study and Research Question

Very few studies in the context of Iran have investigated the relationship between motivation and
language achievement. Furthermore, the relationship has been not been taken into account for
developing
instrumental motivations and learning a foreign language is worth investigating. Thus, having the
importance of motivation in mind, the present paper aimed at investigating the relationship between
integrative-instrumental motivation and language proficiency of second language learners. Based on
the objectives of the study, the following questions are proposed:

1.
proficiency in learning a foreign language?

2. Is there a significant relationship be

proficiency in learning a foreign language?

2. Method

2.1. Participants

100 Iranian postgraduate students studying in Universiti Teknologi Malaysia [UTM] who had
IELTS scores participated in this study. These participants were studying different majors in UTM,
male or female who were doing their Masters or PhDs. Selection of this group of participants was
based on the fact that they were EFL students studying in an international university and they seemed
to have a broader view about the reasons for learning another language. They were informed that their
answers to the items in the questionnaire and their IELTS scores would be kept confidential and used
 Adlina Abdul Samad et al. / Procedia - Social and Behavioral Sciences 66 (2012) 432 – 440 435

only for statistical analysis. Participants were divided into two groups: High achievers & Low
achievers. High achievers were those who obtained at least 6 in IELTS and Low achievers were those
who obtained below 6. Band 6 is the criteria for accepting or rejecting the application for direct entry
to study in UTM and the grouping criteria was applied as the boundary between high achievers and
low achievers in this study.

2.2. Instruments

Questionnaire: A nineteen-item questionnaire comprising integrative and instrumental motivation

questions was the main instrument of this study. It was adopted from standardized questionnaires such
as AMTB [1 & 2]. Revisions were made to make it concise and clear enough to suit the purpose of this
study. The primary form of the questionnaire consisted of twenty items, ten items for integrative
orientation and ten items for instrumental. Item number 20, which was similar to item number 6, was
omitted to become nineteen questions. The items were classified into two groups: integrative and
instrumental. Ten of these items reflected an instrumental motivation [odd number items] and nine
were indicative of integrative motivation [even numbered items]. The questionnaire was designed on a
five-point Likert scale, indicating strongly agree, agree, no idea, disagree, and strongly disagree. The
instruction was short and clear. The whole questionnaire was designed in a way that students could
answer it quickly and easily. At the bottom of the questionnaire, space was provided to
fill in their IELTS band score but were not asked as it might affect negatively the
honesty in answering the IELTS band.

2.3. Procedure

Once data has been collected, they were analyzed using the SPSS software program. Answer
sheets were divided into two main categories representing integrative and instrumental items and each
were given a code to make the computation easier. For the Likert scales, they were assigned some
codes as well. The mean for integrative and instrumental items for each participant was calculated and
correlated with their IELTS score. The main statistical procedure of the study was to estimate the
correlation coefficients between integrative-

3. Results

Descriptive analysis was done to investigate the frequency of participants in integrative and
instrumental categories. Inferential statistics were also used to analyze the obtained data. Data analysis
using SPSS computer program was conducted on 100 questionnaires that were gathered and analyzed.
Since the main purpose of the study was to find the relationship between integrative/instrumental
ion of
correlation. Table 3.1 plots the frequency of participants with integrative or instrumental motivation.
436 Adlina Abdul Samad et al. / Procedia - Social and Behavioral Sciences 66 (2012) 432 – 440

Table 3.1.The frequency of distribution of integrative/instrumental motivation

Frequency Percent

Valid Integrative 42 42.0

Instrumental 58 58.0
Total 100 100.0

The table shows that 42 [42%] out of 100 students had integrative motivation while the majority
i.e. 58 [58%] were instrumentally motivated to learn a second language.

3.1. Results for the Relationship between Integrative/Instrumental Motivation and IELTS Score

A two-tailed Pearson Product Moment correlation coefficient analysis was computed to assess the
relationship between participants' mean score in the questionnaire with their scores in IELTS. The
participants' mean score in the questionnaire was considered as the independent variable while

correlations coefficients among the variables.

Table 3.2 Correlation Coefficients between Integrative/Instrumental Motivation and IELTS Score

Motivation N IELTS Score

Integrative 42 .72*
Instrumental 58 .35
**. Correlation is significant at the 0.01 level [2-tailed].

Table 3.2 shows

was statistically significant [r=.72]. However, no significant correlation was established between
instrumental motivation and IELTS core [r=.35].

3.2. Results of Multiple Regressions

edict their score in

IELTS, the two variables i.e. motivation [instrumental & integrative] and IELTS score were analyzed
using Multiple Regression. Table 3.3 lists the results of SPSS analysis for Linear Regression.

Table 3.3 Multiple Regression Model

Model R R square Beta

1 Constant .83 .80
Integrative .69
Instrumental .28
a. Predictors: [Constant], Integrative, Instrumental
b. Dependent Variable: IELTS

Table 3.3 demonstrates the variance of IELTS scores from the square of correlation coefficients,
i.e. Beta scores. Integrative motivation holds the largest variance in IELTS score [.69]. It means that
 Adlina Abdul Samad et al. / Procedia - Social and Behavioral Sciences 66 (2012) 432 – 440 437

instrumental motivation could predict a smaller portion of IELTS score variation [.28] than the
integrative motivation. Evidently, the results of Multiple Regressions revealed that the variance
depicted by integrative motivation was statistically significant. In other words, a high portion [.80%] of
. Moreover, the results proved that
integrative motivation specified the most variation [.69]

3.3. Results for High Achiever and Low Achiever Groups of Participants

A descriptive analysis was computed to examine the frequency of participants in two groups of
high achievers and low achievers. Table 3.4 shows the result of SPSS analysis for two groups of
participants.

Table 3.4 frequency of integrative/instrumental motivation in two groups of participants

Frequency
n Integrative Percent Instrumental Percent
Valid High Achievers 54 31 57% 23 42%
Low Achievers 46 11 23% 35 76%
Total 100 42 - 58 -

As seen in the table, a total of 54 out of 100 participants were regarded as high achievers based on
their IELTS score, among which, 31 [57%] of high achievers were integratively motivated and only
23 [42%] of them were instrumentally motivated. Moreover, 35 [76%] of the 46 participants who were
considered as low achievers were instrumentally motivated. Only 11 [23%] of them were integratively
motivated. In other words, the majority of high achiever learners [57%] had integrative motivation
toward learning a second language. On the other hand, the majority of low achiever learners [76%] had
instrumental motivation in learning a second language.

4. Discussion

In this section, the research questions presented in this paper are dealt with one by one. Each
question is answered based on the findings of the study. The first research question asked whether
there is any significant relationship be
learning a foreign language. The findings of this study revealed that there was a significant positive
nguage [r
= 0.72]. In fact, if the students have high integrative motivation, the IELTS scores will be higher.
The second research question asked whether there is a significant relationship between
ning a foreign language. The results revealed
that there was no significant positive correlation coefficient between instrumental motivation and

relationship betw
The result indicates that other factors may have affected their motivation to learn a second language.
The result of Multiple Regression revealed that not only integrative motivation has a positive

proficiency in IELTS exam. The result of this study is consistent with Hernandez [20] whose findings
showed that integrative mot
438 Adlina Abdul Samad et al. / Procedia - Social and Behavioral Sciences 66 (2012) 432 – 440

learning a second language. However, the results of co-relational study are in contrast with some
previous research in which no significant relationship was established between integrative motivation
and second language learning [21; 22].
An important reason for the discrepancy of the results of studies in the field of motivation which
should be taken into consideration is the context in which learning takes place. This factor has recently
received due attention because of its impact on various aspects of the teaching/learning process. The
context for learning a second language is said to control much of the effort one invests in learning a
second language. In ([23]: 269) view,
. These factors can be classified as linguistic, social, cultural,
political, economical, and educational. All of them have great impact not only on the processes of
language learning but also on the procedures and findings of many researches in the field of ESL/ EFL.

. It is believed that despite the attempts of many scholars and experts in the field to find
an ultimate or a best method for learning a language, no alternative has been suggested due to the
notion that it is context which determines the best method. Thus, one method of teaching cannot be
applied to any context. Nunan ([25]: 4)

From the above-mentioned discussions, it could be concluded that motivation is highly controlled
by many factors. Thus, interpretations and applications of similar results should be done with care.
Educational settings in which students attempt to acquire different skills and knowledge should also be
considered in interpreting the results of every research in the field of EFL. Whether the educational
system provides opportunities for students to have a clear view of the target language concerning
material development or teacher education is also a matter of concern. Recently, the role of educational
system among specialists in the field [26; 25]. As a
result, there seems to be a shift in motivational researches from social aspects to educational settings
[11]. In other words, researchers are looking for motivational sources from inside classroom.

5. Conclusion

The findings of the study have shown that English language teachers need to become more aware of
affective factors such as integrative motivation. Teachers who are aware of motivation may help
students by promoting their integrative motivation. They need to design assignments or class activities
inclusive of motivation that would provide opportunities for students to communicate and interact
within a language community. Opportunities such as having direct contact with native speakers or
near-native speakers of L2 through interviews may increase their integrative motivation in learning a
second language. These activities provide second language learners with consistent exposure to a
authentic and meaningful context in which they may use their language to explore the linguistic and
cultural differences of the L2 culture, in addition to allowing them to reflect on the similarities and
differences between their own culture and the L2 culture.
On the whole, considering the important role of motivation in second language learning, further
research may be carried out
interest and reinforce their attitudes towards learning a second language. It would be idealistic that the
researchers take on the role of teachers to highlight and incorporate motivation into the teaching and
learning of L2.
 Adlina Abdul Samad et al. / Procedia - Social and Behavioral Sciences 66 (2012) 432 – 440 439

References

[1] Gardner RC. Social Psychology and Second Language Learning: The role of attitudes and
motivation. London: Edward Arnold; 1985.
[2] Clément R & Gardner RC. Social psychological perspectives on second language acquisition.
Chapter 24 in H. Giles & W. P. Robinson [Eds.], Handbook of language and social psychology.
Chichester, England: John Wiley and Sons; 1990.
[3] Clément R, Gardner RC & Smythe PC. Social and individual factors in second Language
acquisition. Canadian Journal of Behavioural Science 1980, 12, 293-302.
[4] Krashen S. The theoretical and practical relevance of simple codes in second language
acquisition. In Scarcella and Krashen; 1981.
[5] Spolsky B. Anniversary article: Language motivation revisited. Applied Linguistics 2000,
21,157- 159.
[6] Ely C. An analysis of discomfort, risk-taking, sociability and motivation in the second
language classroom. Language Learning 1986, 36, 1-25.
[7] Gardner RC. Correlation, causation, motivation, and second language acquisition. Canadian
Psychology Journal 2000, 41, 1-24.
[8] Scarcella RC & Oxford RL. The Tapestry of Language Learning: The individual in
communicative classroom. Boston: Heinle & Heinle; 1992.
[9] Tremblay PF & Gardner RC. Expanding the motivation construct in language learning. Modern
Language Journal 1995, 7: 505-518.
[10] Pintrich PR & Schunk DH. Motivation in Education: Theory, research and applications.
Englewood Cliffs, NJ.: Prentice Hall; 1996.
[11] Dornyei Z. Psychology of the Language Learner: Individual Differences in Second Language
Acquisition. Mahwah, N.J.: Lawrence Erlbaum; 2005.
[12] Weinstein B. A theory of motivation for some classroom experiment. Journal of Educational
Psychology 1998. 71, 3-25.
[13] Corder SP. International Review of applied Linguistics
1967. 5[4], 162-170.
[14] Gardner RC. Social psychological aspect of second language acquisition. In H.Giles &
J.Clair [Eds.], Language and Social Psychology [pp. 193-220]. Oxford: Blackwell Gardner and
Lambert; 1979.
[15] Crookes G& Schmidt R. Motivation: Reopening the research agenda. Language Learning
1991, 41[4], 469-512.
[16] Gardner RC, Smyth PC, Clement R & Gliksman L. Second language acquisition: A social
psychological perspective. Canadian Modern Language Review 1977, 32, 198-213.
[17] Cooper RL& Fishman JA. A study of language attitudes. In J. A. Fishman, R. L. Cooper, &
A. W. Conrad [Eds.], The Spread of English [pp. 235-254]. Rowley, Mass.: Newbury House
Publishers; 1977.
[18] Gardner RC. Social factors in second language acquisition and bilinguality. Invited chapter in
Individual, Language and Society 1977, 103-148, published by The Canada Council.
[19] Macnamara J. Bilingualism in the modern world. Journal of Social Issue 1967, 2,1-7.
[20] Hernandez T. Integrative Motivation as a Predictor of Success in the Intermediate Foreign
Language Classroom. FOREIGN LANGUAGE ANNALS 2006. Vol. 39, No. 4.
[21] Vaezi Z. Language Learning Motivation among Iranian Undergraduate Students. World
Applied Sciences Journal 2008, 5 [1], 54-61.
440 Adlina Abdul Samad et al. / Procedia - Social and Behavioral Sciences 66 (2012) 432 – 440

[22] Al-Tamimi A & Shuib M. Motivation And Attitudes Towards Learning English: A Study Of
Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And Technology.
GEMA Online Journal of Language Studies 2009, 9[2], 29-55.
[23] Stern HH. Fundamental Concepts of Language Teaching. Oxford: Oxford University Press;
1991.
[24] PrabhuNS. There Is No Best Method Why? TESOL Quarterly 1990. Volume 24, Issue 2,
p: 161 176.
[25] Nunan D. Second language teaching & learning. Heinle & Heinle Publishers; 1999.
[26] Field A. [3rd edition].
London: Sage; 2009.