International Association of Educators   |  ISSN: 1308-9501

Original article | International Journal of Educational Researchers 2015, Vol. 6(2) 1-14

An Analysis on Motivational Beliefs and Attitudes of Undergraduates Regarding Learning English

Dilek Ilhan & Hakan Karatas

pp. 1 - 14   |  Manu. Number: ijers.2015.004

Published online: July 01, 2015  |   Number of Views: 214  |  Number of Download: 706


Attitudes and motivational beliefs are seen as an essential prerequisite for language learning so both of them should be taken into consideration through this process. The study was designed to investigate the undergraduates’ motivational beliefs and attitudes regarding learning English in terms of gender, grades and department variables. A total of 447 undergraduates participated in this research study. The measuring instruments used were ‘Attitudes towards English Scale’ that focused on the attitudes towards learning English and ‘Motivated Strategies for Learning Questionnaire’ specifically on self-regulatory strategies and motivational beliefs. The data collected were computed and analyzed via Pearson correlation, t-test, and one-way ANOVA. The findings of the study were generalized in the way that follows: one of the findings of the study is that there is significant correlation between the undergraduates’ motivational strategies and the attitudes but not self regulation. There is not significant difference on motivational strategies and attitudes regarding learning English in terms of gender and grades. There is significant difference between undergraduates’ motivational strategies and the attitudes according to their faculties. Some useful implications are discussed based on the research findings in order to help provide possible further solutions towards the English language learning.

Keywords: English language learning, attitudes, motivational beliefs, undergraduates

How to Cite this Article?

APA 6th edition
Ilhan, D. & Karatas, H. (2015). An Analysis on Motivational Beliefs and Attitudes of Undergraduates Regarding Learning English. International Journal of Educational Researchers, 6(2), 1-14.

Ilhan, D. and Karatas, H. (2015). An Analysis on Motivational Beliefs and Attitudes of Undergraduates Regarding Learning English. International Journal of Educational Researchers, 6(2), pp. 1-14.

Chicago 16th edition
Ilhan, Dilek and Hakan Karatas (2015). " An Analysis on Motivational Beliefs and Attitudes of Undergraduates Regarding Learning English". International Journal of Educational Researchers 6 (2):1-14.

  1. Açıkgöz, K. (2007). Aktif Öğrenme. İzmir: Biliş. [Google Scholar]
  2. Bandura, A. (1997). Self-efficacy: "the exercise of control". New York: Worth Publishers. [Google Scholar]
  3. Bembenutty, H. (2008). Self regulation of learning and test anxiety. Pyschology Journal, 5(3), 122-139. [Google Scholar]
  4. Bialystok, E., & Fröchlich, M. (1978). Variables of Classroom Achievement in Second Language Learning. The Modern Language Journal, 62(7), 372-336. [Google Scholar]
  5. Boekaerts, M. (2002). Motivaton to learn. EducationalPractises Series, 10(1), 1-27. [Google Scholar]
  6. Brown, D. (2000). Principles of Language Learning and Teaching. New York: Longman, Inc. [Google Scholar]
  7. Carreira, J. (2011). Relationship between motivation for learning EFL and intrinsic motivation for [Google Scholar]
  8. learning in general among Japanese elementary school students. System: An International Journal of Educational Technology and Applied Lnguistics, 39(1), 90-102. [Google Scholar]
  9. Csızer, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its [Google Scholar]
  10. relationship with language choice and learning effort. The Modern Language Journal(89), 19-36. [Google Scholar]
  11. Dornyei, Z. (1990). Conceptualizing motivation in foeign language learning. Language Learning, 40, 46¬78. [Google Scholar]
  12. Dornyei, Z. (2009). The L2 motivatonal self system. Z. Dornyei, & E. Ushioda içinde, Motivation, language and the L2 self (s. 9-42). Clevedon: Multilingual Matters. [Google Scholar]
  13. Dörnyei, Z., & Otto, I. (1998). Motivation in Action: A Process model of L2 motivation. Working Papers Applied in Linguistics(4), 43-69. pdf adresinden alınmıştır [Google Scholar]
  14. Fakeye, O. (2010). Students’ personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Sciences, 22(3), 205-211. [Google Scholar]
  15. Gan, Z. (2004). attitudes and strategies as predictors of self directed language learning in an EFL context. International Journal of AppliedLinguistics, 14(3), 389-411. [Google Scholar]
  16. Gardner, R. (1985). Social Psychology and Second Language Learning: The Role of Attitude and Motivation. London: Edward Arnold. [Google Scholar]
  17. Gardner, R. (2001). Correlation, causation, motivation, and second language acquisition. Canadian Psychology, 41, 10-24. [Google Scholar]
  18. Gardner, R.C (2005). Integrative motivation and second language acquisition. Paper presented at the Canadian Association of Applied Linguistics, London, Ontario, Canada [Google Scholar]
  19. Gardner, R. (2006). The socio-educational model of second language acquisition: A research paradigm. EUROSLA Yearbook, 6, 237-260. [Google Scholar]
  20. Gardner, R., & Lambert, W. (1972). Attitudes and motivation in second language acquisition. Rowley: M: Newbury House. [Google Scholar]
  21. Genc, G., & Bilgin Aksu, M. (2004). The attitudes of Inonu University students towards English courses. XIII. National Educational Sciences Conference. Malatya: Inonu University. [Google Scholar]
  22. Gomleksiz, M. (2010). An evaluation of students' attitudes towards English language learning in terms of several variables. Procedia Social andBehavioral Sciences, 9, 913-918. [Google Scholar]
  23. Graham, J. (2004). Giving up on Modern Foreign Languages? Students' Perceptions of Learning French. The Modern Language Journal, 88, 171-191. [Google Scholar]
  24. Hashwani, M. (2008). Students' attitudes, motivation and anxiety towards English language learning. Journal of Research andReflections in Education, 2(2), 121-144. [Google Scholar]
  25. Hohenthal, A. (2003). English in India: Loyalty and attitudes. Language in India, 1-107. [Google Scholar]
  26. Hwang, Y., & Vrongistinos, K. (2002). Elementary in-service teachers' self regulated learning strategies related to their academic achievement. Journal of Instructional Psychology, 29(3), 147-154. [Google Scholar]
  27. Kahraman, N., & Sungur, S. (2011). The contribution of motivational beliefs to students metacogntive strategy use. Education and Science, 26(160), 3-10. [Google Scholar]
  28. Kara, A. (2009). The effect of a ‘Learning Theories’ unit on students' attitudes towards learning. Australian Journal of Teacher Education, 34(3), 100-113. [Google Scholar]
  29. Karabenick, S., Pintrich, P., & Wolters, C. (2003). Assessing academic selfregulated learning. Indicators of Positive Development: Definitions, Measures, andProspective Validity. Washington, DC. [Google Scholar]
  30. Kuhl, J. (2000). A functional design approach to motivation and self-regulation. M. Boekaerts, P. Pintrich, & M. Zeidner içinde, Handbook of self regulation (s. 111-163). San Diego: Academic Press. [Google Scholar]
  31. L.C, A. (1979). Attitudes Toward Mathematics and Science in Iranian Middle Schools. School Science and Mathematics, 229-234. [Google Scholar]
  32. Levine, G. (2003). Student and Instructor Beliefs and attitudes about target language use , first language use and anxiety: Report of a questionnaire study. Modern Language Journal, 87(3), 343-364. [Google Scholar]
  33. Lynch, D. (2006). Motivational factors, learning strategies and resource management as predictors of course grades. College Student Journal, 40(2), 423-428. [Google Scholar]
  34. MacIntyre, P. (2002). Motivation, anxiety and emotion in second language acquisition. P. Robinson (Dü.) içinde, Individual differences in second language acquisition (s. 45-68). Amsterdam: John Benjamins. [Google Scholar]
  35. Mamun, S., Rahman, A., Rahman, A., & Hossain, M. (2012). Students' attitudes towards English: The case of life science school of Khulna University. International Review of Social Sciences and Humanities, 3(1), 200-209. [Google Scholar]
  36. Masgoret, A., & Gardner, R. (2003). Attitudes, motivation, and second language learning: A meta- analysis of studies conducted by Gardner and associates. Language Learning, 53, 167-210. [Google Scholar]
  37. McWhaw, K., & Abrami, P. (2001). Student goal orientation and ınterest: Effects on students’ use of self regulated eaming strategies. Contemporary Educational Psychology, 26, 311-329. [Google Scholar]
  38. Nakata, Y. (2010). Toward a framework for self-regulated language learning. TESL Canada Journal(27(2)), 1-10. [Google Scholar]
  39. Padwick, A. (2009). Attitudes towards English and varieties of English in globalising. Newcastle, [Google Scholar]
  40. England: University of Groningen. November 22, 2013 tarihinde [Google Scholar]
  41. varieties-of-english-in-globalising-india-has-globalisation-affected-indian-identifications-with-i adresinden alındı [Google Scholar]
  42. Pajares, F. (2012). Motivational role of self-efficacy beliefs in self-regulated learning. D. Schunk, & B. Zimmerman içinde, Motivation and self regulated learning: Theory, research, and applications (s. 111-141). New York: Lawrence Erlbaum Associates. [Google Scholar]
  43. Perry, N., Phillips, L., & Hutchinson, L. (2006). Mentoring student teachers ton support sel refulated learning. Elementary School Journal(106(3)), 237-254. [Google Scholar]
  44. Pintrich, P. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educatonal Research, 31, 459-470. [Google Scholar]
  45. Pintrich, P. (2000). The role of goal orientation in self-regulated learning. M. Boekaerts, P. Pintrich, & Z. M içinde, Handbook of self-regulation (s. 451-502). San Diego, CA: Academic Press. [Google Scholar]
  46. Pintrich, P., & Groot, E. D. (1990). Motivational and self regulated learning components of classroom academic performance. Journal of Educational Psychology(82(1)), 33-40. [Google Scholar]
  47. Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1993). Reliability and predictive validity of the [Google Scholar]
  48. Motivated Strategies for Learning Questionnaire. Educational and Psychological Measurement, 53, 801-813. [Google Scholar]
  49. Robbins, S., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do pyschosocial and study skill factors predict college outomes? A meta-analysis. Pyschological Bulletin, 130, 261-288. [Google Scholar]
  50. Sarıtas, B., & Arı, A. (2014). The views of students and instructors on English-I course in Higher Education: A sample of Dumlupınar University. Dumlupınar University Journal of Social Sciences, 41, 277-296. [Google Scholar]
  51. Schunk, D., & Zimmerman, B. (2012). Motivational; An essential dimension of self-regulated learning. D. Schunk, & B. Zimmerman içinde, Motivation and self regulated learning: theory, research, and applications (s. 31-53). New York: Lawrence Erlbaum Associates. [Google Scholar]
  52. Schunk, D., Pintrich, P., & Meece, J. (2008). Motivation in education: Theory, research and application. Upper Saddle River: NJ: Merrill/Prentice Hall. [Google Scholar]
  53. Spolsky, B. (1989). Conditions for SecondLanguage Teachers. Cambridge: Cambridge University Press. [Google Scholar]
  54. Steffen, K. (2006). Self-regulated learning in technology-enhanced learning environments: Lessons of European reviews. European Journal of Education(41), 353-379. [Google Scholar]
  55. Üredi, I. (2005). Algılanan anne baba tutumlarının ilköğretim 8.sınıf öğrencilerinin öz düzenleyici öğrenme stratejileri ve motivasyonel inançları üzerindeki etkisi. Yıldız Teknik Üniversitesi. [Google Scholar]
  56. Üredi, I., & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260. [Google Scholar]
  57. Visser, M. (2008). Learning under conditions of hierarchy and discipline:The case of the German Army 1939-1940. Learning Inquiry, 2, 127-137. [Google Scholar]
  58. Wenden, A. (1991). Learner strategies for learner autonomy. London: Prentice Hall. [Google Scholar]
  59. Wolters, C.A, & Rosenthal, H. (2000). The relation between students' motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820. [Google Scholar]
  60. Wolters,C.A., Pintrinch, P.R.,& Karabenick, S.A.(2003). Assessing academic selfregulated leaming. Indicators of Positive Development: Definitions, Measures, and Prospective Validity. [Google Scholar]
  61. Washington, DC. [Google Scholar]
  62. Yurtseven, N., Altun, S., & Aydin, H. (2013). An analysis on motivational beliefs of preparatory class about learning English. Wulfenia Journal, 20, 155-170. [Google Scholar]
  63. Zeidner, M., & Matthews, G. (2005). Evaluation anxiety: Current theory and research. A. Elliott, & C. [Google Scholar]
  64. Dweck içinde, Hnadbook of competence and motivation (s. 141-166). New York: Guilford Press. [Google Scholar]
  65. Zimmerman, B. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 329-339. [Google Scholar]
  66. Zimmerman, B. (2000). Attaining self regulation: A social cognitive perspective. M. Boekarts, P. Pintrich, & M. Zeidner içinde, Handbook of self-regulation (s. 13-39). San Diego, CA: Academic Press. [Google Scholar]
  67. Zimmerman, B. (2002). Becoming a self regulated learner: An overwiev. Theory into Practice (41(2)), 64-70. [Google Scholar]
  68. Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical [Google Scholar]
  69. background,methodological developments, and future prospects. American Educationa Research Journal(45(1)), 166-183. [Google Scholar]
  70. Zimmerman, B., & Schunk, D. (2001). Self-regulated learning and academic achievement. New York: Springer- Verlag. [Google Scholar]
  71. Zimmerman, B., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, [Google Scholar]
  72. 29, 663-676. [Google Scholar]