On the role of Attitudes and Motivation in students’ performance in Iranian university entrance exam

Yıl 2015, Cilt: 36 Sayı: 3, 1247 - 1253, 13.05.2015

Mohamad Alıakbarı , İsar Alhosseın

Öz

Abstract. The Iranian University Entrance Exam, Konkoor, is a nation-wide exam used as the criteria to enter higher education in Iran. This exam includes almost all subjects of high school, including English language. This study investigates the effect of Iranian students’ attitudes toward learning English and motivations for learning English on their performance in "Konkoor ". The sample of the study included of 383 male and female students of four high schools in Dehloran west of Iran.  A correlational research was designed and "Attitude/Motivation Test Battery", AMTB, was adapted as instrument of the study. Results showed that female students were more motivated than males, and their attitude toward learning English was also more positive. The study also showed that junior students of high school are more motivated than seniors.  No significant difference was found between high school students in motivational orientations and they all had positive attitude toward learning English as a foreign language. Finding, thus, supports the need to motivate students to have a better performance in Konkoor and other educational objectives.

Anahtar Kelimeler

Motivation, Attitude, Learning English, Konkoor

Kaynakça

• Al Rifai, N. (2010). Attitude, motivation, and difficulties involved in learning the English language and factors that affect motivation in learning it. Procedia Social and Behavioral Sciences 2.
• Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy. New York, Addison Wesley Longman.
• Dabbagh Ghazvini, S. & Khajehpour, M.(2011). Attitudes and Motivation in learning English as Second Language in high school students. Procedia Social and Behavioral Sciences. [4] Dornyei, Z., (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Psychology (pp.193-220) Blackwell Publishing, Oxford.
• Gardner, R.C. (1979). ‘Social psychological aspects of second language acquisition. In Giles, H. & St. Clair, R. (eds.) Language and social psychology. Oxford: Basil Blackwell.
• Gardner, R. C. (2000). Correlation, causation, motivation, and second language acquisition. Canadian Psychology, 41, 10-24.
• Gardner, R. C. (1980), on the validity of affective variables in second language acquisition: conceptual, contextual and statistical considerations, Language Learning, 30, 255-270.
• Gardner, R.C. (1985). Social psychology and second language learning. London: Edward Arnold.
• Gardner, R. C. & Smythe, P.C. (1981), on the development of the attitude/motivation test battery, Canadian Modern Language Review, 37,510-525
• Gardner, R.C. & Lambert, W.E. (1972). Motivational variables in second language acquisition. In R.C. Gardner & W. Lambert (eds). Attitudes and motivation in second language learning. (pp. 119-216). Rowley, MA: Newbury House.
• Lambert, W. (1963). Psychological approaches to the study of language. Modern Language Journal. 47, 51-62. [12] Manolopoulou-Sergi, E. (2004). Motivation within the information processing model of foreign language learning. System 32, 427–441.
• Mohammadi, M. Moenikia, M& Zahed-Babelan, A. (2010). the relationship between motivational systems and second language learning. Procedia Social and Behavioral Sciences 2. [14] Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in earning and teaching contexts. Journal of Educational Psychology, 95, 667-686.
• Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychology, 55, 68–78.
• Skinner, B. & Madden, M. C. (2009). Help seeking in English language learning. ELT Journal, 64(1), 21-31.
• Williams, M.(1994). Motivation in foreign and second language learning :An interactive perspective. Educational and Child Psyochology, 11, 77_84.