Date of Award


Publication Type

Master Thesis

Degree Name




First Advisor

Diffey, N.


Education, Language and Literature.



Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


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.