Assessing Moroccan University Students' English Learning Motivation: A Comparative Study

Autor/inn/en	Omari, Otmane; Moubtassime, Mohammed; Ridouani, Driss
Titel	Assessing Moroccan University Students' English Learning Motivation: A Comparative Study
Quelle	In: Advances in Language and Literary Studies, 9 (2018) 1, S.81-88 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Student Motivation; Foreign Countries; Institutional Characteristics; Private Colleges; Scores; Gender Differences; Learning Motivation; Measures (Individuals); Undergraduate Students; Student Attitudes; College Choice; Comparative Analysis; Statistical Analysis; Morocco; Academic Motivation Scale + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulische Motivation; Ausland; Privathochschule; Geschlechterkonflikt; Motivation for studies; Lernmotivation; Messdaten; Schülerverhalten; Studienortwahl; Statistische Analyse; Marokko
Abstract	This study seeks to survey whether students are motivated to learn English or not and to evaluate the differences within and between three most known universities in Morocco, involving a private one, in terms of students' English learning motivation. Moreover, factors that make a student more motivated to learn English were investigated. This study examines motivation of university students according to their institution, gender, and other variables. Assessment of university students' motivation was by scores on items from the Academic Motivation Scale. The sample consisted of 329 undergraduate students from three different Moroccan universities. The most important finding was that participants in general are quite motivated to learn English with a score of (M = 3.80) with regard to the overall score using a 5-point Likert scale, and a higher level of introjected extrinsic motivation (M = 4.11), which means that they do such tasks because they are supposed or asked to do them. Moreover, factors such as how students consider university, their location during the academic year, and their decision behind choosing to go to university were found to affect students' motivation. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01