Investigating EFL Learners’ Motivation in the Algerian Context

Abstract

Motivation is believed to be one very significant construct that imposes positive impact and enhances the learning in any second language learning context. Two types of motivation are known as the instrumental and integrative according to Gardner and Lambert's (1959) original work on motivation. Drawing from Gardner's motivational theory as the main theoretical framework, the study is planned to investigate the motivation of Algerian secondary school learners towards learning EFL. This study employed a mixed method design in an attempt to answer four main research questions. The sample of the study consisted of 45 third year students attending AbbassLaghrourlycée in Batna . They participated in completing a questionnaire adapted from Gardner's AMTB reflecting their motivation for learning English. Follow up were interviews that provided qualitative data to deepen our understanding of learners' motivation. As it is assumed that learners' achievement may be affected by their motivation type, First Term Exam Grades was the tool used to uncover the motivation type resulting in better achievement. The findings showed that participants of the study have higher degree of instrumentality than integrativeness . Additionally, the open ended item of the questionnaire demonstrated that Algerian secondary school learners hold different reasons for learning EFL. High achievers in this study were mostly motivated integratively (92.9%), and finally, regarding the reasons pushing learners to choose studying English at the university, instrumental orientations were prevailing. Based on the findings, the study concluded with pedagogical recommendations and some implications that may help in directing students' motivation to better learning performance.