Last modified: 2024-08-18
Abstract
Studies on motivational orientation have mainly focused on discovering the causal relationship between Integrative and Instrumental motivation toward English learning outcomes. Some studies showed that Integrative motivation played a greater role while others unraveled Instrumental motivation promoting more success in language learning. However, motivation is changeable disregarding the motivational types. It should not be rigidly acclaimed that one motivational type is more contributing than the others. Thus, this present study aims to unravel the possible shifting mode of motivation toward English language learning and to probe the potentially stronger role of the two motivational types after the shifting occurs. A sequential mixed method was deployed examining 44 selected participants from university students majoring in English. They were administered a questionnaire adapted from Gardner’s Attitude/Motivation Test Battery (AMTB). 15 of them were selected for the interview section. The data from both employed instruments were holistically analyzed using a triangulation approach. The findings exhibited that motivation can be shifted which is mostly influenced by the surroundings and the respective needs. This indicates that one type of motivation cannot be rigidly perceived to have a more significant move toward language learning. Either instrumental or integrative motivation has an equal influence on language learning success. Besides, the data shows that the shift from Integrative to Instrumental motivation leads more to promote learning success than the reverse shifting, Instrumental to Integrative.