Globalization and EFL Learning Motivation: A New Perspective on Integrative vs. Instrumental Motivation among Iranian Learners of English

Abstract

The present study had a globalization perspective on Iranian EFL learners’ motivation to learn the global language, English. It investigated the effects of technological variables such as the Internet and satellite television programs, and social issues like migration and willingness for education at universities abroad on motivation for learning English as a foreign language among Iranian learners. In order to conduct the study, 238 learners of English (107 females and 131 males) were randomly selected from four language teaching institutes in Shiraz, Iran. A questionnaire was first developed based on the operationalization of some aspects of globalization which were either related to instrumental motivation or integrative motivation. The data obtained from the administration of the questionnaire to the participants were later on analyzed and the results revealed that technological, sociological and scientific aspects created or intensified through the process of globalization influenced Iranian EFL learners’ motivation to learn English and that the participants were mainly instrumentally motivated.

Share and Cite:

Mehrpour, S. and Vojdani, M. (2012) Globalization and EFL Learning Motivation: A New Perspective on Integrative vs. Instrumental Motivation among Iranian Learners of English. Open Journal of Modern Linguistics, 2, 43-50. doi: 10.4236/ojml.2012.22006.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] Abdol Latif, L., Fadzil, M., Bahroom, R., Mohamad, W., & Man San, N. (2011). The role of motivation, attitude, anxiety, and instrumental orientation in influencing learners’ performance in English as a second language in OUM. Global learn Asia Pacific 2011—Global Conference on Learning and Technology. Melbourne, 28 March-1 April 2011.
[2] Agnihotri, R. K., Khanna, A. L., & Sachdev, I. (1998). Social psychological perspectives on second language learning. New Delhi, India: Sage.
[3] Al-Atemi, A., & Shuib, M. (2009). Motivation and attitudes towards learning English: A study of Petroleum engineering undergraduates at Hadhramout University of Sciences and Technology. GEMA Online Journal of Language Studies, 9, 29-55.
[4] Algahtani, A. A. (2011). The significance of English language learning in contemporary Kuwait: Some empirical insight for economists of knowledge and educational planning. College Student Journal.
[5] Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning. Cambridge: Cambridge University Press.
[6] Block, D., & Cameron, D. (2002). Globalization and language teaching. London and New York: Routledge.
[7] Bourdieu, P. (1991). Language and symbolic power. Oxford: Polity, in association with Basil Blackwell.
[8] Crystal, D. (2004). The language revolution. Cambridge: Polity Press.
[9] Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511486999
[10] De Swaan, A. (2001). Words of the world: The global language system. London: Blackwell.
[11] D?rnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, pp 46-78.
[12] D?rnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation. Clevedon: Multilingual Matters Ltd.
[13] Erickson, J. (1998). Cyberspeak: The death of diversity. Asiaweek, 3 July 1998.
[14] Gardener, R. C. (1960). Motivational variables in second language acquisition. Doctoral Dissertation, Montreal: McGill University.
[15] Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272. doi:10.1037/h0083787
[16] Gardener, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House Publishers.
[17] Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas and theoretical frameworks. Modern Language Journal, 78, 359-368.
[18] Giddens, A. (1990). The consequences of modernity. Cambridge: Polity Press.
[19] Graddol, D. (1997). The future of English? London: British Council.
[20] Heller, M. (1999a). Linguistic minorities and modernity: A sociolinguistic ethnography. London: Longman.
[21] Kachru, B. (1986a). The alchemy of English: The spread, functions, and models of non-native English. Oxford: Pergamon.
[22] Kim, S. (2000). Korea’s globalization. Cambridge, UK: Cambridge University Press.
[23] Laine, J. E. (1987). Affective factors in foreign language learning and teaching cross-language studies. Jyvaskyla: Jyvaskyla University.
[24] Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3-19. doi:10.1016/j.system.2003.04.002
[25] Lukmani, Y. (1972). Motivation to learn and language proficiency. Language Learning, 22, 261-273. doi:10.1111/j.1467-1770.1972.tb00087.x
[26] Monajemi, E. (2004). Can ethnic and minority languages survive in the context of global development? The First National Congress on Iranian Studies, Tehran, 17-20 June 2002.
[27] Niitsuma, H. (1992). A study of the motivation of Japanese junior high school students towards learning English as a foreign language. Unpublished Dissertation, University of Exeter.
[28] Rahman, S. (2005). Orientations and motivation in English language learning: A study of Bangladeshi students at undergraduate level. Asian EFL Journal, 7.
[29] Roohani, A. (2001). An investigation into EFL students’ motivation in Shiraz stated and Islamic Azad University. Unpublished M.A. Thesis, Shiraz: Shiraz University.
[30] Shaaban, K. A. and Ghaith, G. M. (2000). Student motivation to learn English as a foreign language. Foreign Language Annals, 33, 632-644. doi:10.1111/j.1944-9720.2000.tb00932.x
[31] Vaezi, Z. (2008). Language learning motivation among Iranian undergraduate students. World Applied Sciences Journal, 5, 54-61.
[32] Vojdani, M. (2008). Effects of globalization on Persian language: A sociolinguistic approach. Unpublished M.A. Thesis, Shiraz: Shiraz University.
[33] Warden, C., & Lin, H. J. (2000). Existence of integrative motivation in Asian EFL setting. Foreign Language Annals, 33, 535-547. doi:10.1111/j.1944-9720.2000.tb01997.x
[34] Wee, L. (2003). Linguistic instrumentalism in Singapore. Journal of Multilingual and Multicultural Development, 24, 211-224. doi:10.1080/01434630308666499

Copyright © 2024 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.