is positive attitudes toward the target language group and a willingness to integrate into the target language community, while instrumental motivation is
practical reasons for learning a language, such as to gain social recognition or to get a better job, motivation and the demotivating factors influencing the
motivation of foreign language learners.
1.2 Research Questions
Throughout this research the researcher will try to answer the following questions:
1. To what extent are Libyan students motivated in learning English language?
2. How high are the students integratively motivated? 3. How high are the students instrumentally motivated?
4. Just in case they had low motivation level, why do they have this level of
motivation?
1.3 The Scope of the Study
This Study is limited to the investigation on the motivation among secondary school students in Libya, the sample used in this study takes place in
four different secondary schools in Al-khums city in Libya. Two secondary schools are public and the rest are private.
1.4 Purpose of the study
The purposes of this study are: 1. To investigate the students’ motivation in learning English language.
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2. If the students have low motivation in what ways they can be highly motivated to learn English Language.
3. The study aims to recognize the factors affecting the students motivation. 4. Throughout this study, will try to find out how to motivate the students to learn
English language as an international language.
1.5 Significance of the Study
Theoretically, this study will contribute to prove the theory of motivation pedagogically, the writer hopes that the research will be beneficial for the writer
himself and the reader generally. This study focuses on how to motivate English secondary school students in learning English. This study can also be used as a
guide to some types of problems that some Libyan teachers of English encounter when teaching English. The outcomes of this study can mainly be useful for those
who are engaged in teaching English to Libyan students. These findings are also helpful to various people involved in English language teaching such as syllabus
designers, curriculum planners, translators, and test designers.
1.6 Organization of the Study
Chapter one discusses the general summery of research objectives, and introduces the research ideas. Chapter two entails all the rigorously reviewed
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related researches related to the aims and objectives of this research. Chapter three contains the research adopted methodology adopted, and the full serial process
taken for the objective completion of the study. Chapter four reveals the analysis, coding, and interpretation of the data collected for this research. Chapter five,
being the last chapter, conclusively discusses, summarizes, the achievement of the study, and presents recommendations for future related research and discussions.
CHAPTER II LITERATURE REVIEW
Integrative and Instrumental Motivation
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Motivation and needs are closely related. On the one hand, motivation is seen as the fulfillment of needs, and on the other, human needs serve as drives or
incentives which move one to a particular action. The best known theory of human needs is Maslow’s 1970 hierarchy of need. Maslow formulates a fivefold
hierarchy of human needs which begins with biological needs and progresses upward to psychological ones: physiological needs, including the need for food
and water; the need for safety; social needs, including belongingness and love; esteem needs, e.g. the feelings of self-respect and positive recognition from
others; and self-actualization, which means the need for a sense of self- fulfillment. In terms of the foreign or second language learning, the need for
safety indicates that the L2 learner needs to be secure that learning the target language and culture doesnt affect negatively hisher own culture or language.
Additionally, learning in general and learning languages in particular needs a safe and an unstressful atmosphere to facilitate language acquisition. Esteem and
social needs also indicate that the learner needs to be a knowledgeable person who is able to communicate and integrate with others by learning their language.
Failure to satisfy students’ needs is likely to hinder their risk-taking and motivation. Psychologically insecure L2 learners can be very anxious Macintyre
Gardner, 1991 and if this happens, L2 learners regress in their needs, motivation, and performance in the classroom.
Motivation for learning a secondforeign language is defined as the learners orientation with regard to the goal of learning a second language. Crookes
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Schmidt, 1991. To investigate and realize the effect of motivation on second language acquisition, the two basic types of motivation integrative and
instrumental should be identified. Integrative motivation is characterized by the learners positive attitudes towards the target language group and the desire to
integrate into the target language community. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, thus,
referring to a more functional reason for language learning Gardner Lambert, 1972. Gardner 1985 established a model of motivation in second language
learning called the socio- educational model. As a result of long studies and research, he concluded that the learners attitude toward the target language and
the culture of the target – language speaking community has great impact on language learning motivation. The model is concerned with the role of various
Individual differences in the learning of an L2. In the model, two classes of variables, integrativeness and attitudes toward the learning situation are said
to contribute to the learner’s level of motivation. Gardner states that learning a foreign language is unlike any other subject taught
in a classroom because it involves the acquisition of skills and behavior patterns which are characteristics of another community. He also claimed that motivation
is a dynamic process where many other variables play a part, and that this model can accommodate broader views. To assess various individual differences
variables based on socio-educational model, Gardner developed the Attitude Motivation Test Battery AMTB which consists of these five categories:
integrativeness, instrumental motivation, motivation, anxiety and attitudes toward
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learning situations. Gardners model has been used in many motivational studies e.g. Tremblay Gardner, 1995, Masgoret, 2001.
It can be said that Gardners model put too much emphasis on the integrativeness and the role of learners attitudes towards L2 group in learningthe second
language. Despite the fact that both kinds of motivation are essential elements of success in learning the secondforeign language, much debate and controversy
among researchers and educators have been taking place about which kind of motivation is more important for the second language learners. Lambert 1974
viewed integrative motivation as being of more importance in formal learning environment than the instrumental one and it was a more powerful predictor of
linguistic achievement. Falk 1978 agreed with Lamberts claim by pointing out that students who are most successful when learning a target language are those
who like the people that speak the language, admire their culture and have a desire to become familiar with the society in which the language is used. On the other
hand, Lukmani 1972 found that an instrumental motivation was more important than an integrative one among the non- Westernized female learners of L2
English in Bombay.
2.1 Previous Studies
There is a plethora of research that has been carried out internationally to investigate learners’ motivation and attitudes towards the English language. In
Malaysia, for example, Vijchulata and Lee 1985 reported on a study that
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investigated the students’ motivation for learning English in University Putra Malaysia UPM. Based on Gardner and Lambert’s research 1972, the
researchers developed a questionnaire to elicit the data required. The questionnaire was administered on approximately a thousand students from all the
different faculties in UPM. The findings revealed that UPM students are both integratively and instrumentally oriented towards learning the English language.
Another study was conducted by Sarjit 1993 it attempted to explore the language needs of consultants at a company. The name of the organisation was not
mentioned as the consultants did not allow the researcher to expose their identities. Learners’ motivation was of concern in the study. The research sample
consisted of 26 consultants, 4 directors and one instructor. In her study, Sarjit 1993 employed different techniques to gather information, such as
questionnaire, interviews and field observation. For the subjects’ motivation, the study found that instrumental motivation was the main reason for learning the
language followed by personal motivation. In Japan, learners’ motivation and attitudes towards the English language were
also of concern for many researchers. One of the most relevant studies was that of Benson 1991 who surveyed over 300 freshmen to assess their motivation
towards learning English. The results demonstrated the importance of integrative and personal goals as factors in motivation among Japanese college students as he
stated, “integrative and personal reasons for learning English were preferred over instrumental ones Benson, 1991:34.
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In Papua New Guinea PNG, a related study was undertaken by Buschenhofen 1998. He sought to assess the attitudes towards English among year 12 and
final-year University students. To collect the data, he administered a questionnaire on approximately 50 of year 12 and first-year university students in PNG. Both
groups were contrasted in terms of their tolerance towards the use of English in a variety of contexts. The results indicated 1 a generally positive attitude by both
groups towards English and 2 some significant attitudinal differences in relation to specific English language contexts. Buschenhofen attributed such differences to
the changing social, educational, and linguistic conditions which characterize the transition from year 12 to university education. To sum up, the following may be
said about the past studies discussed in this section: All the above-mentioned studies reconfirmed the importance of increasing
learners’ motivation towards the English language. Some studies have been carried out to investigate secondforeign language
learners’ motivation. These studies help the researchers to understand how to identify learners’ motivation. As a result, to assess petroleum engineering
students’ motivation, some questions were adapted from Benson 1991, Sarjit Kaur 1993 and Qashoa 2006.
Other studies focused on learners’ attitudes Buschenhofen, 1998; Al-Quyadi, 2000; Karahan, 2007. Besides adapting questions to investigate the students’
attitudes, these studies help the researchers to build their idea on how to identify GEMA Online Journal of Language StudiesVolume 92 2009 ISSN: 1675-8021
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36 the petroleum engineering students’ attitudes towards the English language. That is, the term attitudes in the present study includes four main categories:
attitudes toward the use of English in the Yemeni educational context, attitudes toward the use of English in the Yemeni social context, attitudes toward the
English language and attitudes toward the culture of the English Speaking World. The issues of learners’ motivation and attitudes have not been sufficiently
discussed with regard to Arab engineering students. In other words, no study has been conducted to explore the types of motivation and attitudes that engineering
students in the Arab World might have toward learning the English language. Therefore, this study would help to understand these important issues with regard
to Yemeni petroleum engineering students in the Arabic context. Given the situation that highlighted the gap in the literature with regard to
engineering students’ motivation and attitudes in the Arab World.
2.2 Underlying Theories
