The contribution of Motivation and Attitude to EFL learner Achievement

Abstract

The current study discusses the role of affective factors Armenian learners have towards learning EFL (English as a Foreign Language). The study focused on Attitude, Instrumental and Integrative orientations, and was designed as a case study, which aimed to report the relationship between Armenian EFL students’ motivation and attitude and impact of these affective factors on L2 achievement. In order to achieve the primary aim of the study, three different instruments were utilized to obtain data: a questionnaire, assessing students’ motivation and attitude, interviews, and achievement tests. In order to explore non-English major students’ motivational and attitudinal thinking of their English learning,as well as their motivational beliefs affecting their efforts learning English, 100 students from levels 2-6 attending the American University of Armenia Extension Program (AUA,EP) English Language courses, were given survey questionnaires adapted from Gardner’s Attitude/Motivation Test Battery (AMTB) and, including only 10 students attending the 7thlevel wereinterviewed. The findings demonstrated that in Armenian foreign language situations, affective variables (motivation and attitude) play an important role and affect L2 learning achievement. The findings also revealed that achievement of students with the different levels of motivational orientations and attitudes are not very different. Thestudy concludes with a section on implications and limitations.Finally, recommendations regarding future research in this area in Armenia have been highlighted.