Motivation Questionnaire EFL

Abstract

The Motivation Questionnaire EFL is a specialized self-report instrument designed to assess students’ motivation levels and attitudes towards learning English as a Foreign Language (EFL). Developed and cited by Salimi (2000), this scale addresses various psychological dimensions related to language acquisition, including instrumental goals, integrative attitudes, intrinsic interest in the language, and specific reactions to the academic learning environment and teaching methodology. It utilizes a 36-item format, providing a comprehensive profile of the learner’s motivational orientation within the context of Second Language Acquisition (SLA).

Keywords

EFL motivation, language attitude, instrumental motivation, integrative orientation, intrinsic interest, Salimi 2000, foreign language learning, psychological scale.

Authors

Salimi (2000)

Purpose

The primary purpose of the Motivation Questionnaire EFL is to quantify and analyze the complex motivational factors influencing a student’s success and engagement in an EFL curriculum. By examining attitudes toward the subject matter, the target culture, and the necessity of the language for future goals (such as employment or higher education), the instrument helps researchers and educators understand the driving forces behind language learning efforts. It is specifically tailored for contexts where English is taught as a non-native subject, emphasizing the difference between learning English in a foreign environment versus an English-speaking environment.

The questionnaire also serves to identify potential areas of intervention within the teaching methodology. Items addressing course structure and teaching methods allow for an assessment of how pedagogical approaches influence student motivation (Motivation) and persistence. The ultimate goal is to generate data that can inform curricular adjustments and enhance the overall effectiveness of EFL programs.

Construct

The scale measures the multifaceted psychological construct of L2 Motivation. Drawing heavily on classical and modern theories of language learning motivation, the 36 items appear to cluster into several core dimensions. These dimensions include:

• Integrative Orientation: Items reflecting a desire to interact with English speakers, assimilate into the culture, or understand the English-speaking world (e.g., Items 15, 16, 27). This aligns with the desire to join or identify with the target language community (Integrative motivation).
• Instrumental Orientation: Items related to pragmatic benefits, such as gaining a better job, achieving academic success, or being perceived highly by others (e.g., Items 9, 10, 12).
• Intrinsic Interest: Items focusing on inherent curiosity, enjoyment of the language itself (its sound or structure), and a desire for mastery regardless of external rewards (e.g., Items 17, 18, 30).
• Attitudes toward the Learning Situation: Items assessing student satisfaction with the teaching methods, the course structure, and the classroom environment (e.g., Items 33, 35, 36).

Validity

Specific statistical evidence regarding the validity of this particular 36-item version, as presented here, is not detailed in the source content. However, given that the scale draws upon well-established constructs in Second Language Acquisition (SLA) research—specifically the instrumental and integrative dichotomy—it is presumed that the original work by Salimi (2000) established content and construct validity through theoretical alignment and possibly expert review.

Researchers utilizing this instrument are advised to consult the primary reference (Salimi, 2000) to understand the original validation procedures, which likely involved correlating scale scores with external measures of language proficiency or academic performance to establish criterion validity. Subsequent studies, such as those referenced in the linked PDF, may have further explored its measurement properties within specific learner populations.

Reliability

Information concerning the internal consistency (e.g., Cronbach’s Alpha) or test-retest reliability of the Motivation Questionnaire EFL is not provided in the reproduced text. In academic practice, any scale used for research must demonstrate acceptable reliability (typically Alpha > 0.70). It is assumed that Salimi (2000) reported reliability coefficients for the overall scale and its derived subscales. Users should seek out the original publication or subsequent methodological papers that have employed this questionnaire to ascertain its reliability across different samples.

Factor Analysis

While the items suggest a clear multi-factor structure corresponding to instrumental, integrative, and intrinsic dimensions of motivation, the results of the original factor analysis (if performed by Salimi) are not included here. Factor analysis, either Exploratory Factor Analysis (EFA) or Confirmatory Factor Analysis (CFA), would be essential to empirically confirm the hypothesized subscales and ensure that the items load cleanly onto distinct motivational constructs. Researchers often adapt and validate these scales, and the factor structure may vary depending on the cultural and educational context of the EFL learners being studied.

Instrument

Test Type: Self-report questionnaire measuring attitudes and motivational orientation.

Format: 36 items responded to on a 5-point Likert scale, ranging from 1 = Strongly agree to 5 = Strongly disagree.

Language Available: English (Original items provided) and likely translated into Persian/Farsi for use with certain student populations, as suggested by associated research.

Population Group: Students learning English as a Foreign Language (EFL).

Age Group: Typically utilized with secondary school or university students, given the nature of the academic questions (e.g., Items 21, 24).

Population Details: The source reference suggests application in non-English speaking academic environments, often utilized with Asian or Middle Eastern student populations.

Test Methodology: Pencil-and-paper or digital administration. Respondents are asked to reflect on their personal attitudes and reasons for learning English, emphasizing that there are no right or wrong answers. Scoring involves summing or averaging scores for established subscales, likely requiring reversal of certain items (though not explicitly stated which items are reverse-scored).

Keywords

psychometrics, self-assessment, language learning scale, academic attitude, EFL students, L2 motivation, questionnaire design.

Authors

Author ORCID Identifier: Not provided in source.

Affiliation Email addresses: The source links to an email address associated with subsequent research using a similar instrument: [email protected]

Correspondence Address: Not provided in source.

Permissions & Fee and Test Year

The items were reproduced with permission from the original publication: Salimi (2000). The test year is 2000. Information regarding specific permissions for widespread use or associated fees for this scale must be obtained by contacting the original author or publisher of the Salimi (2000) source. The original PDF can be downloaded here: 51886957Persian EFL learners -rahimi-riazi-saif.pdf.

Reference’s

Salimi (2000, pp. 74–77). The full title and publication details must be sourced externally, as only the author and page numbers are provided for the original scale reproduction.

Subsequent research applying or adapting this instrument includes: Rahimi, Riazi, & Saif (as suggested by the linked PDF).

Items of the Motivation Questionnaire EFL

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

Student No./Name:

Sex:

Years of study:

The following questions ask about your motivation in and attitude toward learning the English language. Please take a moment to respond to these questions. Remember there  are no right or wrong answers‚ just answer as accurately as possible. Use the scale below to answer the questions.

1 = Strongly agree

2 = Agree

3 = Undecided

4 = Disagree

5 = Strongly disagree

1. I like English more than other subjects.
2. I would like to have more personal practice in my English course.
3. If I saw a tourist on the street‚ I would like to speak English.
4. I would like to have more English spoken.
5. In my English study‚ I get through hard work.
6. Doing my homework‚ I carry on till I really know it.

7. I work more with my English studies than with other subjects.
8. If there is a panel discussion on the radio in English‚ I just do my best to understand it.
9. Learning English is more important to me just because I want to get a good job.
10. Other people think more highly of me if I know a foreign language.
11. Learning a foreign language makes me a more knowledgeable person.
12. I would like to learn English because I would like to teach it.
13. Learning English is important to me because I can then get in contact with English-speaking people.
14. I would like to learn English because I would like to be like a native speaker.
15. I learn English because I would like to join the English people.
16. I learn English because I would like to get familiar with English culture.
17. I would like to learn English perfectly.
18. I am curious about English.
19. I would choose to learn English even if it weren’t compulsory.
20. I feel learning a foreign language truly helps me to develop my real self.
21. I think academic learning is pleasant.
22. I think that the number of academic years should be increased.
23. If I could choose‚ I would take more courses in English.

24. I think English courses in university should be increased.
25. I love English/American music.
26. It is important to know life in the English-speaking world.
27. I found the English way of life exciting.
28. I think one should know English history and culture.
29. I love the sound of English.
30. I think English is an exciting language.
31. I think it’s useful to know the inner structure of English.
32. I would really like to understand how the English language works.
33. I love the way English is taught to us.
34. I feel I can express myself in the English lessons.
35. I find our English teaching methods useful.
36. I find our English teaching methods boring.