Date of Award
1996
Publication Type
Master Thesis
Degree Name
M.A.
Department
Education
Keywords
Education, Language and Literature.
Supervisor
Diffey, N.
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
The relationships between adult English-as-a-second-language (ESL) learners' long term goals for language study (orientation), their feelings of competence and self-determination in the classroom (perceptions of personal causation), and their levels of motivation (motivational intensity) for learning ESL were investigated using a correlational research design. A newly developed questionnaire was completed by 132 adult ESL students, seven of whom also participated in open ended interviews. Six ESL teachers were interviewed in a similar manner. Correlational analysis of the questionnaire data revealed that both orientation and perceptions of personal causation were significantly related to motivational intensity ($p <. 01).$ Analysis of the interview data reinforced these findings. Implications of the results include the necessity for further investigations of classroom factors that relate to the motivation to learn a second language (L2). Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1996 .J35. Source: Masters Abstracts International, Volume: 34-06, page: 2137. Adviser: Norman Diffey. Thesis (M.A.)--University of Windsor (Canada), 1996.
Recommended Citation
James, Mark., "The role of orientation and perceived personal causation in the motivation in adult ESL learners." (1996). Electronic Theses and Dissertations. 4249.
https://scholar.uwindsor.ca/etd/4249
