STUDENT SELF-EFFICACY AND
MOTIVATION TO LEARN THE ENGLISH LANGUAGE AT CELPAD, IIUM
BY
NOORLIZAWATI MOHAMED ARIFF
A dissertation submitted in partial fulfilment of the requirements for the degree of Masters in
Education
Institute of Education
International Islamic University Malaysia
NOVEMBER 2006
ii
ABSTRACT
Motivation and self-efficacy are important components of learning in second language acquisition. In CELPAD, IIUM, it was discovered that some of the students in the Pre- sessional English Language classes have shown poor motivation to learn the English Language in their assigned classes. Thus, the researcher decided to look at whether age, gender, qualification achieved, and prior exposure to the English Language make an impact or difference on the students’ level of self-efficacy and motivation to learn the English Language. A quantitative study was used in this research because the researcher wished to measure the parametric construct. A pilot study was conducted prior to the survey. The researcher used Pearson’s correlation analysis to investigate the relationship between two dependent variables: students’ self-efficacy and students’
motivation and the independent variables such as age, gender, qualification and prior exposure to English. The items were categorised into subscales: Intrinsic, Extrinsic Motivation, Task Value, and Control Belief. When the variables were found to be significant, multiple liner regression was applied to measure the degree of significance. Then, the researcher used ANOVA to evaluate the difference between these variables. The study found that there are strong correlations between Intrinsic Motivation and gender; Extrinsic Motivation and prior exposure to the English Language; Task Value and age; Control Belief and prior exposure to English as well as qualification; and self-efficacy and gender. Hence, the results supported past research into motivation and self-efficacy. The implication of this study will be particularly helpful in two areas, namely (a) the systematic development of motivational strategies that teachers can employ to generate and sustain motivation in learners and (b) the formulation of self-motivation strategies that will enable learners to take effective self-regulated learning.
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APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate in scope and quality, as a dissertation for the degree of Master of Education in Guidance and Counselling.
………..
Abdulla Seif Abdulla Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation ad is fully adequate in scope and quality, as a dissertation for the degree of Master of Education in Guidance and Counselling.
………..
Ssekamanya Siraje Abdallah Examiner
This dissertation was submitted to the Institute of Education, is accepted as a partial fulfilment of the requirements of the degree of Master of Education in Guidance and Counselling.
………...
Ahmad Marzuki Hj Zainuddin Director
Institute of Education
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DECLARATION
I hereby declare that this dissertation is the result of my own investigation, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as whole for any other degrees at IIUM or other institutions.
Noorlizawati Binti Mohamed Ariff
Signature: ……… Date: ………..
vi
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH
Copyright © 2007 Noorlizawati Mohamed Ariff. All rights reserved.
STUDENT SELF-EFFICACY AND MOTIVATION TO LEARN THE ENGLISH LANGUAGE AT CELPAD, IIUM.
No part of this unpublished research may be reproduced, stored in the retrieval system, or transmitted, in any form or by any means electronic, mechanical, photocopying, recording or otherwise without written permission of the copyright holder except as provided below.
1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.
2. IIUM or its library will have the rights to make and transmit copies (print or electronic) for institutional and academic purpose.
3. The IIUM Library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities or research libraries.
Affirmed by Noorlizawati Mohamed Ariff
……… ..………
Signature Date
vii
ACKNOWLEDGEMENTS
Alhamdulilah and thanks to Almighty Allah for bestowing me with strength, patience and perseverance in completing this research. Without His love and mercy, this research would not have been possible.
I would like to extent my heartfelt gratitude and appreciation to Dr. Abdulla Seif Abdulla for his extreme patience and endless encouragement and understanding.
Words are not enough to express my gratitude to you, sir. To Dr Yedullah Kazmi you have taught me the meaning of knowledge. This appreciation is also extended to the faculty members and administrative staff who made learning for me possible and bearable. Thank you Sister Nor Riza for your constant reminders and nudges.
Warmest appreciation to my dearest friends and colleagues at CELPAD;
Lilisuriani Abdul Latif, Noor Saazai Mat Saad, Maskanah Mohd Lothfi and all the others whose names I did not mention, thank you so much, your assistance and encouragement are very much appreciated.
Jazakallahu khairan kathiran. May all your good deeds be rewarded with jannah in the after life.
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This thesis is dedicated to:
My beloved parents,
Mohamed Ariff Suradi and Habibah Abdul Kadir What will I be without your guidance and supervision.
My beloved family, Noor Hayati & her family, Noornahariah & her family, Noor Hudayah & her family,
Noorulbaharin & his family
My beloved extended family,
My paternal family especially Muhammad Fawzi Abdul Kadir My maternal family especially Mustapha Abdul Kadir
colleagues at CELPAD and INSTED
Thank you for your support and encouragement.
May Allah grant you your wishes, bless you, guide you and protect you always. May Allah reward you with His jannah.
and
all my students past and present
Thank you for making teaching an experience I treasure all my life.
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TABLE OF CONTENTS
Abstract ………..………ii
Abstract in Arabic ………..………...……….iii
Approval Page ……….…………...iv
Declaration page ………..…….. v
Copyright Page ……….. vi
Acknowledgements ………vii
Dedication ………. viii
List of Tables ………. xi
CHAPTER 1: INTRODUCTION ……….……… 1
Background of the study ………... 1
Statement of problem ……… 2
Purpose of the study ………... 3
Research questions ……… 4
Significance of the study ………5
Scope ………..6
Operational Definitions ………..6
CHAPTER 2: REVIEW OF RELATED LITERATURE ………. 9
Introduction ………9
Second Language Acquisition (SLA) ……… 10
Motivational theories and approaches associated with SLA ………. 13
Motivation ………..17
Self-efficacy ……….. 21
Motivation, Self-Efficacy, and Second Language Learning……..……….27
Summary and Conclusion……….. 28
CHAPTER 3: METHODOLOGY ……… 30
Introduction ………30
Research Design ………...30
Population (setting) ………31
Sampling ……… 32
Instrumentation ……….. 32
Motivational Strategies for Learning Questionnaires (MSLQ) ………... 32
Pilot study ……….. 33
Data collection procedure ………. 34
Permission ………..34
Distribution of questionnaire ………... 34
Data analysis procedure ………... 35
CHAPTER 4: RESULTS ………... 38
Descriptive results ………..38
Inferential results ………... 41
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Motivation and self-efficacy ……….. 41
Correlations between the motivation to learn English and their demographic variables ……… 42
Correlational relationships between the independent variables and self- efficacy ……… 47
Anova……….. 49
Test of differences of age and the dependent variables ………... 49
Test of differences of age and the dependent variables ………... 51
Test of differences of qualification and the dependent variables ……… 53
Test of differences of prior exposure to English and the dependent variables ………...55
Test of differences of years spent in learning English (duration) and the dependent variables ………58
Summary of results ……….... 60
CHAPTER 5: DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS………... 62
Introduction ………... 62
Motivation ………. 62
Intrinsic motivation ……… 63
Extrinsic motivation ………... 64
Task value ……… 65
Control belief ………... 66
Self-efficacy ……….. 66
Implication of study ……….………….. 67
Limitations of study ……….……….. 68
Recommendations ……….. 69
Conclusions and ………...……….….. 69
BIBLIOGRAPHY ………. 70 APPENDIX I: Questionnaire ……...……….
APPENDIX II: Letters ………...
75 77
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LIST OF TABLES
Table No. Page No.
3.1 Reliability analysis for coefficients 34
4.1 Distribution of respondents’ age. 38
4.2 Distribution of respondents’ gender 38
4.3 Distribution of respondents’ qualification 39 4.4 Distribution of respondents’ exposure to English Language 39 4.5 Distribution of respondents’ duration of exposure to English
Language 40
4.6 Mean and Standard Deviation of the dependent variables, Intrinsic Motivation, Extrinsic Motivation, Task Value, Control
Belief and Self-Efficacy 40
4.7 Correlations between students’ motivation and students’ self-
efficacy 41
4.8 Correlations between students’ motivation to learn English and
their demographic variables 43
4.9 The result for linear regression analysis for gender and intrinsic
motivation in learning English at CELPAD 43 4.10 The degree of significance for gender and intrinsic motivation in
learning English at CELPAD 44
4.11 The result for linear regression analysis for intrinsic motivation
and exposure to English in learning English at CELPAD 45 4.12 The degree of significance for extrinsic motivation and exposure
to English 45
4.13 Result for multiple linear regression analysis for task value, age
and qualification 46
4.14 The degree of significance for task value, age and qualification 47 4.15 Correlations between students’ self-efficacy and the
demographic variables 47
xii
4.16 Result for multiple linear regression analysis for gender and
self-efficacy 48
4.17 The Contribution of the Partial Regression Coefficients and the
Beta Weights in the Regression Equation 49 4.18 The ANOVA Test of differences of the independent variable age
and the dependent variables Intrinsic Motivation, Extrinsic
Motivation, Task Value, Control Belief and Self-Efficacy 50 4.19
4.20
4.21
4.22
4.23
4.24
4.25
4.26
4.27
4.28
4.29
Bonferroni test results for the relationship of population variances between task value and age
The ANOVA Test of differences of the independent variable gender and the dependent variables Intrinsic Motivation, Extrinsic Motivation, Task Value, Control Belief and Self- Efficacy
Gender mean comparisons for intrinsic motivation and self- efficacy
Independent Samples Test for intrinsic motivation and self- efficacy
The ANOVA Test of differences of the independent variable qualification and the dependent variables in the motivation scales and Self-Efficacy
Bonferroni test results for the relationship of population variances between task value and qualification obtained
The ANOVA Test of differences of the independent variable prior exposure to the English Language and the dependent variables Intrinsic Motivation, Extrinsic Motivation, Task Value, Control Belief and Self-Efficacy
Prior exposure to English mean comparisons for extrinsic motivation, control belief and self-efficacy
Independent Samples Test for prior exposure to English mean comparisons for extrinsic motivation, control belief and self- efficacy
An analysis of the independent variable the number of years spent in learning English (duration) and the dependent variables Bonferroni test results for the relationship of population variances between intrinsic motivation and the number of years spent in learning English (duration)
51
51
53
54
55
56
57
58
59
60
61
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1
CHAPTER 1 INTRODUCTION
BACKGROUND OF THE STUDY
There are several reasons in learning the English Language and one of them is for academic purposes. In International Islamic University, Malaysia (IIUM), English is the medium of instruction. Hence, the university requires the students to obtain Band 6 or above in International English Language Test Syndicate (IELTS), or IIUM CELPAD English Placement Test (EPT) or a minimum score of 550 in Test of English as a Foreign Language (TOEFL). When the students do not make the grade, they are required to attend the English Language classes conducted at the Centre for Languages and Pre-University Academic Development (CELPAD), IIUM, Gombak.
The learners in the study are mostly from countries where English is the official second language. Hence, English is taught in school. However, some students did not have the opportunity of being given the exposure to English Language even while at school in their home countries. CELPAD undertakes the responsibility of upgrading these students’ competence in English. CELPAD is supposed to equip these students with competence in the English Language as such they are able to read their chosen field with little difficulties.
At CELPAD, there is a speculation that some English Language learners experience low motivation preventing them to do well in the EPT. However, there are some views that motivation is only one of the factors contributing to their performance. Felder & Brent (2005) suggest that among the other factors that may influence student performance are cognitive style, instructional design, curriculum
2
design, cultural diversity and student attitudes. In addition, Bong (2004) is in the opinion that student achievement goal orientation and attributional belief may influence their performance”. Pintrich & De Groot (1990) believe that learning strategies play a big role in student achievement. Margolis & McCabe (2003: 2) quoting Zimmerman (1989: 28) are in the opinion that “students’ self-belief about academic capabilities … play an essential role in their motivation to achieve.” In addition, Bigler (1993:1) states that, “highly efficacious individuals will expect favourable outcomes while self-doubters will expect mediocre performances.”
Furthermore, Bigler maintains that when “individuals ... do not believe that they can successfully perform the necessary activities, they either will not initiate relevant behaviours or if they do, they will not persist”. Margolis & McCabe (2003: 2) believe that students’ “low self-efficacy is part of larger, more complex problems.” Thus, this study seeks to explore the relationship between the students’ motivation and self efficacy in learning the English Language at CELPAD.
This chapter comprises of several parts. It begins with the statement of problem that leads to the purpose of the study. Then it is followed by the research questions and the objectives of the study. After which it presents the significance of the study and the scope. Finally, the chapter ends with Operational Definitions.
STATEMENT OF THE PROBLEM
Some of the students in the Pre-sessional English Language classes at CELPAD have shown some symptoms of poor motivation in their assigned classes. These students exhibit limited participation in classroom activities, refusal to hand in homework or assignment, low (or selective) attendance, impunctuality, and sleepiness in class.
This is especially for those following the old curriculum (LE 1000 – LE 3000). This
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behaviour may be the result of many factors including feeling de-motivated towards language learning. Consequently, their low motivation may result in mediocre performance.
On the other hand, there have been cases where students are motivated to study, to be attentive in class, and to be participative in classroom activities.
However, occasionally some of these students do make the grades to proceed to the Kulliyyah.
Thus, this study seeks to explore the possible factors that may influence these students’ self-efficacy and motivation in learning the English Language in the pre- sessional at CELPAD. This study sets the limit of possible factors to the students’
background as described in the students’ demographic variables.
PURPOSE OF THE STUDY
This study is an attempt to examine the relationship between the level of students’
self-efficacy and motivation in learning English in the pre-sessional classes taught at CELPAD. Also, it looked into the extent to which the main demographic variables may possibly affect students’ self-efficacy and motivation to learn. Based on Ginsberg (2005), Bandura (1986), the researchers hypothesized that some if not all the demographic variables have some influence on students’ self-efficacy and motivation to learn English at CELPAD. Specifically, this study will look into these objectives:
i. To measure the motivation level of pre-sessional English language students’ in learning English at CELPAD.
ii. To assess the association between students’ self-efficacy and motivation.
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iii. To assess the degree of influence gender, age, educational qualifications and prior knowledge of English has on students’ motivation and self- efficacy.
RESEARCH QUESTIONS
Based on the researcher’s review of literature, the following research questions were formulated:
1. What is the motivation level of the pre-sessional students learning English at CELPAD?
2. Is there any correlation between students’ self-efficacy and motivation?
3. To what degree do gender, age, educational qualifications, and prior knowledge of English affect student’s motivation to learn English at CELPAD.
3.1. Is there any correlation between students’ gender and their motivation level?
3.2. Is there any correlation between students’ age and their motivation level?
3.3. Is there any correlation between students’ prior exposure to English Language and their motivation level?
3.4. Is there any correlation between students’ prior educational qualification and their motivation level?
4. To what degree do gender, age, educational qualifications, and prior knowledge of English affect student’s self-efficacy to learn English at CELPAD.
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4.1. Is there any correlation between students’ gender and their self- efficacy level?
4.2. Is there any correlation between students’ age and their self-efficacy level?
4.3. Does the students’ prior exposure to English Language and their self-efficacy level?
4.4. Is there any correlation between students’ prior educational qualification and their self-efficacy level?
SIGNIFICANCE OF THE STUDY
A lot of researchers like Bong (2004), Dykeman, Wood, & Herr (2003) and Pintrich, Garcia & Schunk (1991) looked into students’ self-efficacy, motivation and performance. Numerous studies such as Bandura (1986), Bong (2004), and Dörnyei (1990) have demonstrated that performance is significantly correlated with self- efficacy and motivation. In addition, beliefs and attitudes are shaped by individual propensities as well as given circumstances. Nevertheless, some beliefs may have stronger roots in personal predisposition. Thus, this study explores to what extent certain personal predisposition and given circumstances may correlate with self- efficacy and motivation. Since many teachers and parents still maintain that student motivation is part of personality trait, this study will help teachers to understand their students better. Hopefully, it will help teachers make excellent decisions and modify their behaviours to find effective solutions to arising problems pertaining to students’
motivation to learn. Most importantly, teachers are able to allow paradigm shifts to take place. As such it is hoped that these strategies would direct the learners’ growth while simultaneously enlightening them to positive values.
6 SCOPE
This study primarily centres on the pre-sessional English students at Centre for Languages and Pre-University Academic Development (CELPAD) in International Islamic University Malaysia (IIUM). These students are studying either in the old curriculum from levels LE 2000 to LE 3000 (all skills: reading, writing, listening and speaking) or in the new curriculum from levels 4 to 6.
The Pre-sessional students are placed in several categories depending on their English Placement Test results. The categories are:
i. Regular: a fourteen week language program ii. Intensive: a seven week language program
iii. Kulliyah registered students take some subjects in the Kulliyyah and an English class.
However, only students enrolled in the regular program and were not registered in the Kulliyyah were included in the study.
OPERATIONAL DEFINITIONS
Motivation is seen by Woolfolk(2001) as an internal state that arouses, directs, and maintains behaviour. It is a natural human capacity to direct energy in pursuit of a goal, an under girding assumption is that human beings are purposeful. There are several motivational theories and approaches currently especially those associated with Second Language Acquisition (SLA). According to Jacobs and Newstead (2000) most motivational theorists divide motivation into three components, namely:
expectancy, value and affect. Students’ beliefs about their ability to perform a task are known as expectancy, while value is referred to their goals and beliefs about the task and what aspects of the tasks are important to the students. Finally affect is
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defined as the emotional responses to the task. It is measured using Pintrich’s Motivational Strategies for Learning Questionnaire (MSLQ).
Ginsberg (2005) divides motivation into two components, namely: Extrinsic Motivation focuses learning on providing rewards, prizes, grades, and test scores. On the other hand, Intrinsic Motivation is defined by Ginsberg (2005) as participation in learning experiences that, even in the absence of extrinsic rewards or sanctions are of interest and value to students. When people can see that what they are learning makes sense and is important according to their values and perspectives, their motivation emerges. For the sole purpose of this study, the researcher has included two other components: Task Value according to Bong (2004) “is defined as an incentive to engage in academic activities, which represents a composite construct encompassing perceived importance, usefulness and interest.” Control belief refers to the students’ belief that their efforts will result in positive outcomes (Neville, n.d.).
In this study, motivation is the learners’ desire to learn English and participate actively in class activities. For the purpose of this study, motivation is subdivided into four components: Extrinsic motivation, intrinsic motivation, task value and control belief.
Self-efficacy is perceived by Bandura (1986) as referring to one’s belief in his or her capabilities to accomplish or reach personal goals. It is not related to the skills one possesses but rather to the perception or judgment one has of one’s ability to apply whatever skill one has in attaining designated types of performances. This is described as an intrinsic goal orientation (Neville, n.d). In this study, self-efficacy is the students’ beliefs about their capabilities to apply effectively the knowledge and skills they already possess and thereby learn new cognitive skills” (Schunk, 1989:14).
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Learning can be defined as a naturally active and normally volitional process of constructing meaning from experience and information (Ginsberg, 2005).
Pre-sessional English Language program is a program conducted at CELPAD, IIUM, Gombak for students who fail to meet the Kulliyyah’s English requirement of IELTS band 6 and above, or TOEFL 550 and above, IIUM CELPAD English Placement Test band 6 and above.
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CHAPTER 2
LITERATURE REVIEW
INTRODUCTION
According to Gass & Madden, (1984, 3) lots of second language researches have gone into comparing the
Syntactic development between first (L1) and second language learners (L2). The universal nature of language acquisition, the influence of L1 on L2 development, the role of language universals in second language acquisition, and the social and affective variables which influence the acquisition of an L2.
Fortunately, the field has widen its scope to include the influence of the learning environment on learners’ developing competence in L2. One such attempt is to unfold and assess the correlation between motivation and self-efficacy in L2 acquisition and their influences. However, before looking into the roles of motivation and self-efficacy in L2 acquisition familiarization with Second Language Acquisition is necessary.
Language acquisition is the process of learning a native or second language (L2). Most traditional methods for learning a second language involve some systematic approach to the analysis and comprehension of grammar as well as to the memorization of vocabulary. The cognitive approach, increasingly favoured by experts in language acquisition, emphasizes extemporaneous conversation, immersion, and other techniques intended to simulate the environment in which most people acquire their native language as children (Ohio State University, 2006).
10 SECOND LANGUAGE ACQUISITION (SLA)
Krashen, a well known linguist devised a theory of second language acquisition consists of five main hypotheses: the Acquisition-Learning hypothesis, the Monitor hypothesis, the Natural Order hypothesis, the Input hypothesis, and the Affective Filter hypothesis (Schültz, 2005).
The Acquisition-Learning hypothesis is the most fundamental of all the hypotheses in Krashen's theory. Krashen believes that there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. In the 'acquired system' or 'acquisition' it is the subconscious product of acquiring a language. It requires meaningful interaction in the target language, a natural communication in which the speakers concentrate in the communicative act rather than in the form of their utterances.
On the other hand, the 'learned system' or 'learning' requires formal instruction and it is a conscious process which results in conscious knowledge 'about' the language, such as knowledge of grammar rules. Krashen is in the opinion that 'learning' is less important than 'acquisition'.
Monitor hypothesis explains the relationship between acquisition and learning. Also, it defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. Some linguists like Krashen and Schültz believe that the role of conscious learning is somewhat limited in second language performance. Krashen also believes that the role of the monitor should be - minor, as in correcting deviations from 'normal' speech and giving speech a more 'polished' appearance.
Krashen also suggests that individual learners use monitoring differently. He describes learners that use the 'monitor' all the time as over-users. While those
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learners who have not learned or who prefer not to use their conscious knowledge as under-users. Optimal users on the other hand, are described as learners who use the 'monitor' appropriately. Often extroverts are found to be under-users, while introverts and perfectionists are over-users. In addition, lack of self-confidence is frequently related to the over-use of the 'monitor'.
Krashen’s third hypothesis is the Natural Order hypothesis which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. It was discovered by Krashen that for a given language, some grammatical structures tend to be acquired early while others late. This order seemed to be independent of the learners' age, first language (L1) background and conditions of exposure. Despite the statistically significant similarities that reinforced the existence of a Natural Order of language acquisition, Krashen rejects language program syllabus based on grammatical sequencing when the goal is language acquisition.
The final hypothesis in Krashen Second Language Acquisition theory is Input hypothesis. This is Krashen's attempt to explain how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when one receives second language 'input' that is a step beyond one’s current stage of linguistic competence.
The final hypothesis is the Affective Filter hypothesis which embodies Krashen's view that a number of 'affective variables' play a facilitative, but non- causal, role in second language acquisition such as motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second
