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Existence of Integrative Motivation in an Asian EFL Setting
Author(s) -
Warden Clyde A.,
Lin Hsiu Ju
Publication year - 2000
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.2000.tb01997.x
Subject(s) - psychology , exploratory research , english as a foreign language , institution , foreign language , population , mathematics education , social psychology , sociology , social science , demography
The major purpose of this study was to investigate the existence of distinct motivational groups within a population of Taiwan English as a Foreign Language (EFL) learners. Based on previous English as a Second Language (ESL) research, this study assumed the existence of both an integrative and an instrumental motivation. A hypothesized motivation, labeled “required,” was also tested for. A survey instrument was developed and completed by over 2000 non‐English majors at two educational institutions in Taiwan. This paper reports preliminary results from the first educational institution and includes the first wave of 500 responses. Exploratory factor analysis was employed to confirm the existence the motivational groups and to determine their temporal orientations (past, present, or future). Results did not support the existence of an integrative motivational group, but did find a strong required motivational group as well as an instrumental group. Lack of integrative motivation among Taiwan EFL learners has significance for language education in Taiwan, since most EFL classroom techniques are derived directly from Western ESL theory that assumes integration as one of the main motivations. Cultural influences on EFL settings are discussed.