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• W174695512 abstract "Abstract: The intent of study was to investigate motivational effects on English learning for English as foreign (EFL) grade 12 students in public schools in United Arab Emirates (UAE). To achieve this intent, 363 students' scores on Common English Proficiency Assessment (CEPA) were related to students' state of satisfaction, willingness to communicate with people from other cultures, integrative orientation, instrumental orientation, extrinsic motivation, intrinsic motivation, and willingness to spend time learning English as measured by self-report questionnaire. The study showed that there were significant positive correlations (p Introduction Some learners are more successful in learning foreign than others even if they are given same opportunities. For years, researchers have investigated various factors that may contribute to this phenomenon including methods of instruction, age, aptitude, intelligence, learning strategy use, and affective variables with varied results. The purpose of this study was to investigate effects of affective factors on English learning for prospective college students in grade 12 in United Arab Emirates (UAE) public schools. This study was motivated by desire to understand attitudinal and motivational variables of Emirati students studying EFL as ability to effectively use English is becoming paramount for college study in UAE. The Study Explored Following Research Question To what degree does state of satisfaction, willingness to communicate with people from other cultures, integrative orientation, instrumental orientation, extrinsic motivation, intrinsic motivation, and willingness to spend time on learning English affect prospective UAE college students' English acquisition? This study further explores various assumptions about effects of attitudinal variables on EFL learners and enriches body of knowledge by investigating these variables on Emirati EFL students on which little, if any, research has been done. The results of this study can assist instructors in understanding what attitudes to foster to help learners better achieve attainment. In addition, study provides essential information to curriculum developers and educational administrators about vital social and psychological aspects of learning to be included in materials, classrooms, and programs. Previous Research A considerable amount of research demonstrated connections between attitudes, motivation and English proficiency. Gardner and Lambert (1972) and much of Gardner's later work (1985; Tremblay & Gardner, 1995; Masgoret and Gardner, 2003; Gardner et al., 2004) focused on importance of attitudes toward target community and orientation, a class of reasons for learning second language (1985), which, when combined with motivation, the intensity of one's impetus to learn (Brown, 2001) can lead to successful learning outcomes. Working mainly in North American contexts, particularly Canada, Gardner identified integrative orientation (learning because one strongly identifies with or wishes to become part of its associated culture) as being an important predictor of attainment. Much of Gardner's work in Canadian and other contexts support importance of integrative orientation. However, Gardner and Lambert (1972) acknowledged that other orientations may be important in different socio-cultural contexts. In fact, they found instrumental orientation (learning for its practical value, such as getting well-paid job) to be significant in explaining differences among English learners in Philippines. …" @default.
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• W174695512 date "2008-04-01" @default.
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• W174695512 title "The Affective Factors and English Language Attainment of Arab EFL Learners" @default.
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