LANGUAGE LEARNING AMOTIVATION AND LEARNING OUTCOMES

In second/foreign (L2) language education, motivation is of interest because it can affect the rate and success of L2 learning (Dornyei, 1998). There has been much research and discussion on the nature of L2 learning motivation and how it affects learning process and outcomes. This paper investigates the association between academic outcomes and different subtypes of motivation, or motivational orientations, within the framework of self-determination theory (Deci & Ryan, 2000).

Participants of this study were 143 business majors learning English in a Japanese university. The students were asked to complete a questionnaire devised by Noels, Clement, and Pelletier (2000) to assess amotivation, three subtypes of extrinsic motivation, and three subtypes of intrinsic motivation. The students rated the extent to which the reasons or needs for learning L2 in the scale corresponded with their own reasons for L2 learning, using a 7-point Likert type scale that ranged from 1 = Does not correspond at all to 7 = Corresponds exactly. As academic outcome measures, the participants’ L2 English communicative ability was assessed through an internet-based proficiency test, and their L2 word production was assessed by the number of words elicited in a semi-structured task that focused on social and functional L2 use.

Results of hierarchical multiple regression analysis revealed that Amotivation was significantly related to the scores of:
1) the proficiency test and
2) the word production task.

The results indicate that the higher students’ amotivation, the lower their test scores and the lower number of words produced in the task. In contrast, intrinsic and extrinsic motivation did not show a significant relationship to L2 performance. Taken together, these findings support the idea that motivation promotes learning while amotivation can be a learning barrier. Since L2 amotivation is likely to negatively affect L2 outcomes, teachers need to not only explain diverse reasons for learning a foreign language but also help students experience and realize the needs and wants related to L2 learning. Moreover, ensuring inspirational and thought-provoking L2 learning should be a priority for teachers and researchers in second language acquisition. Further work is needed to investigate the roles of different motivational orientations in L2 learning.