The document summarizes a study that investigated the attitudes and motivation of Iranian high school students in learning English as a second language. The study found that while students overall had positive attitudes, female students had more positive attitudes than male students. It also found that male students were more instrumentally motivated while female students were more integratively motivated. Finally, the study found no significant differences in motivation orientation or attitudes between boys and girls.

1. Attitudes and Motivation in
Learning English as Second
Language in High School Students
Presenter: Yin-Jin Lin
Instructor: Dr. Pi-Ying Hsu
April 22, 2013 1

2. Ghazvini S. D., & Khajehpour M., (2011).
Attitudes and motivation in learning English as
Second Language in high school students.
Procedia Social and Behavioral
Sciences, 15, 1209-1213.
Citation

3. Contents
Introduction
Literature Review
Methodology
Results
Conclusion & Discussion
Reflection
3

4. Introduction
Background
Motivation has been widely accepted by both
teachers and researchers as one of the key factors
that influence the rate and success of L2 learning.
Attitudinal and motivational factors are deep
within the student’s minds.
4

5. Introduction
Background
Student’s cultural background often influences
their attitudes toward L2 in particular and toward
their motivation to learn it in general.
The level of identification with bilingual or
trilingual identify is also influenced by the
learner’s attitude toward the learning situation.
5

6. Introduction
The purpose of the study
The study investigates Iranian high school
student’s attitudes and motivations toward
learning English.
6

7. Research Questions
Is there a significant difference between boys and girls
motivation in learning English as a L2?
I
II
Is motivation orientation of second year high school
students more integrated or more instrumental?
III
Is attitude of second year high school students toward
learning English positive or negative?
IV
Is there a significant difference between boys and girls
attitude in learning English as a L2?
7

8. Literature Review
Researcher distinguished between two major types
of bilingualism: “additive” and “subtractive”.
(Lambert, 1990)
8

9. Literature Review
The learners feel that they are
adding something new to
learning a new
language, without taking
anything away from what they
are already know.
They feel that learning a new
language threatens what they
already gain for themselves.
Additive bilingualism Subtractive bilingualism
Successful L2 learning takes place in additive
situation.
9

10. Literature Review
They distinguished between two major kinds of motivation
that could be related to L2 learning: integrative and
instrumental.
(Gardner & Lambert, 1972)
RQ 1: Whether there is a significant difference between
boys and girls motivation in learning English as a L2?
(instrumental, integrative and motivation)
10

11. Literature Review
Integrative motivation reflects the learner’s willingness
or desire to be like a representative member of the
other language community.
(Gardner & Lambert, 1972)
11

12. Literature Review
Instrumental motivation is characterized by a desire to
gain social recognition or economic advantages through
knowing an L2.
(Gardner & Lambert, 1972)
12

13. Methodology
60 males
63 females
Total: 123 students
two
high schools
13

14. Methodology
Attitude &
motivation
Gardner AMTB 6-
point Likert-scale
Strongly
agree to
strongly
disagee
5-point scale
Questionnaire:
mother tongue
※AMTB=Attitude/Motivation Test Battery
14

15. Methodology
Integrative
Orientation
Four items on the scale
15

16. Research Questions
Is there a significant difference between
boys and girls motivation in learning English
as a L2?
Is there a significant difference between
boys and girls attitude in learning English as
a L2?
1.
2.
16

17. Results
※ INS=Instrumental
※ INT=Integrative
17

18. Results
No significant difference
between two types of
motivation.
RQ3. Is motivation orientation of second year high school
students more integrated or more instrumental?
18

19. Results
It can say 99% confidence high school
students have positive attitude toward
learning English as L2.
RQ4. Is attitude of second year high school students
toward learning English positive or negative?
19

20. Conclusion & Discussion
The results of the study reveal that the girl are more
inclined to bilingualism than boys.
1
There’s no significant difference among girls and boys
in negative attitude.
2
1
Male students are more instrumental motivated.
Female students are more integrative motivated.
3
20

21. Conclusion & Discussion
Results show significant differences between the
subject’s response to each of instrumental and
integrative types of motivation and to both together.
4
Female students have more positive attitude to
learning English as foreign language than male
students in general.
5
1
21

22. In my future study, there are some
correlation with the study :
1. variables are attitude, motivation and
student’s perspective.
2. The questionnaire will also use
Gardener’s AMTB.
3. I will interview with some participants and
teachers.
Reflection
22

23. Thank you for
listening