What Motivates Students? : A Study of Students’ Attitudes and Motivation regarding English Language Learning in Swedish Upper Secondary School

What Motivates Students?

A Study of Students’ Attitudes and Motivation regarding English Language

Learning in Swedish Upper Secondary School

COURSE: English for Subject Teachers 91-120, 15 credits WRITER: Merna Toma

EXAMINER: Jenny Malmqvist SUPERVISOR: Anette Svensson TERM: SPRING 2020

What Motivates Students? A Study of Students’ Attitudes and Motivation regarding English

Language Learning in Swedish Upper Secondary School

Merna Toma

Abstract

This mixed method study aims to investigate motivation and attitudes towards English foreign

language learning among Swedish upper secondary school students at vocational and

preparatory programs. A quantitative questionnaire has been distributed and qualitative

interviews have been conducted concerning students’ attitudes, integrative and instrumental

motivation regarding English foreign language learning. Sociocultural theory has been applied

to analyze the data. The findings reveal that what motivates the participants to learn English is

their desires for future studies, employment, travels and global communication. The

questionnaire shows that there is no difference between students’ integrative and instrumental

motivation, while the interview findings reveal that the students are more instrumentally than

integratively motivated. In conclusion, the findings from both studies show that there is no

difference in integrative and instrumental motivation among students at the vocational and

preparatory programs. Furthermore, the results reveal that students’ motivation and attitudes

regarding English are affected by their goals, desires and their surroundings.

Keywords: English Foreign Language Learning, Motivation, Attitudes, Integrative

Motivation, Instrumental Motivation

Table of Contents

1. INTRODUCTION ... 1

1.1AIM AND RESEARCH QUESTIONS ... 1

2. BACKGROUND ... 2

2.1SECOND LANGUAGE ACQUISITION,SECOND LANGUAGE LEARNING AND FOREIGN LANGUAGE LEARNING ... 2

2.2MOTIVATION AND ATTITUDES TOWARDS SECOND LANGUAGE LEARNING ... 3

2.3PREVIOUS RESEARCH ... 4

3. METHOD ... 5

3.1MIXED METHOD APPROACH ... 5

3.2THE PARTICIPANTS ... 7 4. THEORETICAL FRAMEWORK ... 9 4.1SOCIOCULTURAL THEORY ... 9 5. RESULTS ... 11 5.1QUESTIONNAIRE RESULTS ... 11 5.2INTERVIEW RESULTS ... 14

6. ANALYSIS AND DISCUSSION ... 18

7. CONCLUSION ... 20 8. REFERENCES ... 22 9. APPENDICES ... 24 9.1QUESTIONNAIRE QUESTIONS ... 24 9.2INTERVIEW QUESTIONS ... 26 9.3PETRA ... 27 9.4PATRICIA ... 30 9.5PERNILLA ... 33 9.6PONTUS ... 35 9.7VICTOR ... 38 9.8VERONICA ... 41 9.9VERA ... 44 9.10VINCENT ... 46

1. Introduction

There are several reasons for wanting to learn a second language. These may be for educational

or business purposes, such as passing an exam or improving employment potential, or for

personal purposes, such as cultural enrichment or the wish to be a valued member of the target

language community. Nevertheless, whether learning for educational or personal reasons,

learners’ motivation and attitudes towards the second language are crucial for achieving

proficiency in the target language. Dörnyei (2001) argues that “without sufficient motivation,

however, even the brightest learners are unlikely to persist long enough to attain any really

useful language” (p. 5). Also, Gardner and Lambert (1959) claim that

an individual acquiring a second language adopts certain behavior patterns which are characteristic of another cultural group and […] his attitudes towards that group will at least partly determine his success in learning the new language. (p. 267)

Learners’ achievement in language learning is therefore dependent upon their motivation to

learn a second language as well as their attitudes towards the target language community.

Gardner and Lambert (1959, p. 267) distinguish between integrative and instrumental

motivation. Integrative motivation is when language learners desire to learn a second language

for social and personal purposes or because of a favorable interest in the language community,

whereas instrumental motivation is for the practical value of linguistic achievement.

In the Swedish upper secondary school, teachers use a wide range of teaching methods and

strategies to motivate and engage students in English language learning activities. However, a

study conducted by Svensson (2015, p. 131) reveals that the expectations are lower in a class

on a practice-based program compared with a class on a theory-based program. This

program-based difference is from the teachers’ perspectives and behaviors as well as in the students’

behaviors (Svensson, 2015, p. 131). Seemingly, teachers’ and students’ perceptions of and

expectations of students at theory-based programs and practical-based programs differ.

1.1 Aim and research questions

The aim of this study is to investigate motivation and attitudes towards English foreign

language learning among upper secondary school students at vocational and preparatory

programs in order to contribute with knowledge about what motivates students to learn English.

The following questions will be examined:

1. What motivates upper secondary school students to learn English?

2. What kind of differences are there in terms of integrative and instrumental motivation

among students from the vocational and preparatory programs?

3. How do students’ motivation and attitudes affect their English language learning?

The first part of this research paper presents research concerning motivation and attitudes in

foreign language learning to contextualize this study with other research. Subsequently, a mixed

method approach consisting of a questionnaire and interviews will be presented together with

the sociocultural theory. Furthermore, the results containing participant answers, an analysis

and a discussion of these and a conclusion of the study will be presented.

2. Background

First, a brief distinction between the definitions second language acquisition, second language

learning and foreign language learning is made to clarify the chosen term for this project.

Second, to provide a theoretical background and to contextualize this study, theories and

previous research concerning motivation and attitudes regarding English language learning will

be presented.

2.1 Second Language Acquisition, Second Language Learning and Foreign Language

Learning

The first language one learns is called one’s first language (L1). The second language one learns

is an additional acquired language (L2). The third, fifth or tenth acquired language are likewise

referred to as one’s second language (Saville-Troike, 2006, p. 2). Furthermore, Yule (2006)

makes a distinction between the terms acquisition and learning:

[t]he term acquisition is used to refer to the gradual development of ability in a language by using it naturally in communicative situations with others who know the language. The term learning, however, applies to a more conscious process of accumulating knowledge of the features, such as vocabulary, of a language, typically in an institutional setting. (p. 187, original emphases)

The first language is therefore acquired without any conscious effort, whereas, the second

language is an active learning process as one is more conscious about the newly acquired words,

grammar and pronunciation.

Additionally, sometimes a distinction is made between learning in a foreign language setting

and a second language setting (Yule, 2006, p. 187). For example, Swedish students in an

English class in Sweden are learning English as a foreign language (EFL) and, if the same

students were in an English class in the UK or the USA, they would be learning English as a

second language (ESL). Therefore, since this study investigates upper secondary school

students in Sweden, English will be referred to as a foreign language and not a second language.

However, Yule (2006, p. 187) argues that in both cases, the students are simply trying to learn

another language, and since the secondary sources in this study consider both ESL and EFL,

both phenomena are relevant to this study.

2.2 Motivation and attitudes towards second language learning

Ryan and Deci (2000, p. 54) state that a motivated person is one who is moved to act and

activated or energized toward an end. Also, Masgoret and Gardner (2003, p. 128) describe a

motivated person as one who experiences reinforcement from success and disappointment from

failure, enjoys the activity, has desires and expends effort. However, Gardner (1985) states that

in second language learning “effort alone does not signify motivation. The motivated individual

expends effort toward the goal, but the individual expending effort is not necessarily motivated”

(p. 10). Furthermore, motivation in second language learning has been defined in terms of two

factors, learners’ communicative needs and their attitudes towards the second language

community (Lightbown & Spada, 2013, p. 87). Learners will perceive the communicative value

of the second language, and they will possibly be motivated to acquire proficiency in it, if they

need to speak it in extensive social situations or to accomplish professional ambitions.

Likewise, learners will desire more contact with the speaker of the language, if they have

favorable attitudes towards them (Lightbown & Spada, 2013, p. 87). In addition, Safotso and

Tompte (2018) state that leaners’ attitudes play a vital role and can influence success or failure

in language learning:

[l]earners’ attitudes generally dictate whether or not they will be able to absorb the details of a new language. In other words, achievement in a target language relies not only on the intellectual capacity, but also on the learner’s attitudes towards language learning. In learning a second language, it is thus important that students have high motivation and positive attitude towards the target language to better succeed in it. (p. 175)

Therefore, success in the target language does not solely depend on learners’ intellectual

capacity, but on learners’ motivation and attitudes towards the target language. Additionally,

one of the most influential second language motivation researcher, Gardner (1979; in Dörnyei,

2001, p. 14) claims that a second language is not only an educational phenomenon or a

curriculum topic in school, but it also represents the cultural heritage of the speaker of that

language.

Furthermore, Gardner and Lambert (1968, p. 143) invented the terms integrative motivation

and instrumental motivation. Instrumental motivation refers to language learners who want to

acquire a language to achieve certain goals, such as passing an exam, employment, or being

able to read scientific publications. Instrumental motivation in language learning is therefore

not for social purposes (Yule, 2006, p. 192). Krashen (1988, p. 3) argues that instrumental

motivation might be an influential predictor of L2 acquisition when practical value of L2

proficiency is high and the constant use essential.

Integrative motivation is when the learner is willing and interested in social interaction with

members of the other language group (Gardner & MacIntyre, 1993, p. 159). Hence, integrative

motivation is when learners desire to be valued members of the community that speak the target

language. A positive attitude and an openness towards the target language group have therefore

great impact on learners’ achievement in the new language. Lightbown and Spada (2013, p. 87)

state that integrative motivation was considered to be the stronger predictor of successful

learning for many years. Instrumental motivation, however, was found to be the better predictor

in some contexts. Thus, it has been found that both types of motivation are related to success in

L2 learning (Lightbown & Spada, 2013, p. 87). Second language can be acquired with

instrumental motivation or with integrative motivation, or with both (Liuoliené & Metiüniené,

2006, p. 94). According to Ellis (1994, p. 682) integrative motivation can work in conjunction

with, rather than in opposition to, instrumental motivation to achieve proficiency in the target

language.

2.3 Previous research

A study conducted by Gardner and Lambert (1959) revealed that students’ orientation to

learning a second language was connected to their motivation to learn the language, attitudes

towards the target language community, and proficiency in the target language. Another study

(Gardner & Lambert, 1972) showed that attitudes and motivation were related to achievement

in the second language.

Furthermore, a study of 337 students in the United States showed that there was no significant

difference between students’ integrative and instrumental motivation (Muchnick & Wolfe,

1982; in Ellis, pp. 679-680). Subsequent research by Ghazvini and Khajehpour (2011)

involving 123 students in Iran also revealed that there was no difference between students’

instrumental and integrative motivation. However, a recent study (Hong & Ganapathy, 2017)

of 12 upper secondary school students revealed that the students were more instrumentally

motivated than integratively motived in ESL learning (Hong & Ganapathy, 2017, pp. 30-32).

Previous research reveals that there is no major difference between students’ integrative and

instrumental motivation. The studies provide this project with information regarding how these

types of motivation affect learners’ achievement in the target language, but more research is

necessary. Therefore, the present study contributes with a greater understanding of individual

motivation and attitudes towards EFL learning.

3. Method

In this section, what the two methods entail and what motivates their use in the present study

will be presented together with the types of questions asked in the interviews and the

questionnaire. In addition, the participants of this study and information regarding the

distribution of the questionnaire and the conducted interviews will be discussed.

3.1 Mixed method approach

A mixed method was used for identifying students’ motivation and attitudes towards EFL

learning to strengthen and expand the findings of this study. This method approach consisted

of a questionnaire with closed-ended questions aimed at students at Swedish upper secondary

schools. The purpose of the questionnaire was mainly to gain an overview of students’

motivation and attitudes regarding EFL learning before conducting qualitative interviews with

eight students. Peltomaki and Nummela (2006; in McKim, 2015) state that studies that utilize

both a quantitative and qualitative approach gain a deeper and broader understanding of the

phenomenon than studies that do not use a mixed methods approach.

The questionnaire covered six questions and twelve statements. The types of questions and

statements asked were personal factual questions, questions about attitudes, integrative and

instrumental motivation. The purpose of these was to provide teachers and educators with an

idea of which types of motivation and attitudes Swedish students have towards EFL learning.

The questionnaire questions are to be find in the appendices. Moreover, Wilson (2013, p. 13)

argues that a questionnaire has both strengths and weaknesses that one should consider. One of

the advantages of using a questionnaire is that it is more anonymous compared to face-to-face

interviews. Also, a standardized questionnaire permits the researcher to compare responses

among several groups. One of the weaknesses, however, is that web-based questionnaires are

not as flexible as interviews where one is able to ask follow-up questions (Wilson, 2013, p. 13).

Therefore, to gain a greater understanding of students’ motivation and attitudes regarding EFL

learning and to answer the aim of this study, qualitative interviews were necessary.

The qualitative interview consisted of ten semi-structured questions about students’ motivation

and attitudes regarding EFL learning. In a semi-structured interview, the researcher has a list of

questions to ask, however, since the interview process is flexible, the interviewer does not

strictly follow the list of questions (Bryman, 2008, p. 442). Moreover, some of the questions

are not planned in advance as the interviewer picks up on things said by interviewees (Bryman,

2008, p. 442). The interview questions are to be find in the appendices.

The English language is not the students’ first language, therefore, to avoid misinterpretations

as well as not preventing the students from expressing themselves, the questionnaire and the

interview questions were in Swedish. Moreover, the questions asked in the questionnaire and

the interviews as well as students’ answers presented in the result section were translated into

English. However, the original questions and answers were added as a footnote. The empirical

data has been treated carefully and with respect, henceforth, making sure that quotations and

information are not taken out of context.

Furthermore, the collected data was thematized to emphasize patterns observed when analyzing

the interviews. The themes that were identified when treating the data were themes such as the

importance of learning the English language for future goals, the impact of the environment on

EFL learning, and the desire to become better English language learners. The data has been

processed in three steps, first, when conducting each interview, second, in the transcription

process, and third, when analyzing the data. Brinkman and Kvale (2015) state that to some

extent “researchers who transcribe their own interviews […] will have the social and emotional

aspects of the interview situation present or reawakened during transcription and will already

have started analyzing the meaning of what was said” (p. 207). The analyzing process therefore

starts once the researcher conducts the interview. Lastly, in the transcriptions, pause fillers have

been removed and spoken collocations have been written as sentences in order to facilitate

reading.

3.2 The participants

In the Swedish upper secondary school, there are eighteen regular national programs, twelve of

which are vocational, and six of which are preparatory for higher education (Swedish institute,

2019).

A total of 238 students participated in the questionnaire, 128 participants from a preparatory

program and 110 participants from a vocational program. The participants are between the ages

of 15 and 20, and the average age of the participants is 17. Moreover, the majority study the

course English 5 or English 6, while a few study English 7.

The questionnaire was distributed to students through teachers and acquaintances. English

subject teachers, working at different municipalities, were contacted through e-mail and

requested to distribute the online questionnaire to their students and ask whether they were

interested in a qualitative interview. The students who participated in the qualitative interviews

were four students from a vocational program and four students from a preparatory program.

All the participants were interviewed separately through Skype. The interviews were recorded

with the help of a smartphone and each interview lasted approximately 20-25 minutes.

According to Brinkmann and Kvale (2015, p. 174) internet and telephone interviews have a

number of advantages in qualitative inquiry, such as increased opportunities to interview people

who are geographically distant from the researcher.

Ethical considerations were taken into account when conducting the questionnaire and the

interviews. In both studies students were assured anonymity and participated voluntarily. They

were informed that the results will not be reported to teachers, but solely used for the purpose

of this study (see Appendices). Furthermore, before conducting the interviews, the students

were assured anonymity in writing, through e-mail, and in speech. The interviewees were told

to withdraw from the interview if they felt uncomfortable continuing the conversation. The

researcher asked about their consent to record the interviews and to transcribe the data, assuring

that the data will be treated with respect. They were also assured that all data will be deleted

when the study is complete. Therefore, to protect the participants’ confidentiality and

anonymity, pseudonyms will be used in this study. Moreover, to facilitate reading the

pseudonyms will consist of names starting with the letter V for vocational program participants

and P for preparatory program participants. Lastly, the risk of appropriation exists, as the

participants might give answers, they believe the interviewer desires, however there is no reason

to doubt their honesty.

Petra is a second-year student at the Social Science Program. She is currently studying the

course English 6 and has applied for the course English 7. Petra believes that learning English

is important for communicating with people globally and for future employment.

Patricia is a third-year student at the Economics Program. She has studied the courses English

5 and 6. Patricia believes that learning English is important for travels, employment and

communication.

Pernilla is a second-year student at the Social Science Program. She is currently studying

English 6 and has a desire to continue her English studies. Patricia thinks that learning English

is important due to its status as a global language.

Pontus is a one-year student at the Economics Program. He is currently studying the course

English 5. Pontus believes that learning English is important for global communication and due

to its status as a global language.

Veronica is a second-year student at the Health and Social Care Program. She is currently

studying the course English 6. Veronica believes that learning English is important for

communicating with people worldwide and for becoming a part of society.

Victor is a second-year student at the Electricity and Energy Program. His is currently studying

the course English 6. Victor thinks that learning English is important because it gives one the

opportunity to communicate and understand things in the world.

Vera is a first-year student at the Health and Social Care Program. She is currently studying the

course English 5. Vera believes that learning English is important because it enables one to

speak with others.

Vincent is a second-year student at the Business and Administration Program. He is currently

studying English 6. Vincent thinks that learning English is important because it is spoken

globally and because it is necessary for understanding the development of society.

4. Theoretical framework

4.1 Sociocultural theory

The theoretical framework chosen for this study is the sociocultural theory. The fundamental

idea of the sociocultural theory is that personal developments occur in social interaction,

therefore, to identify students’ motivation and attitudes towards EFL learning, the

implementation of the sociocultural theory is vital for understanding how their environment

influences their English language learning.

The sociocultural theory is developed by the Russian psychologist Lev S. Vygotsky.

Vygotsky’s theories have become fundamental in Western education in Europe, Australia and

North America (Gibbons, 2015, p. 13). His theories are also

increasingly influential in a wide

number of domains including second language learning and teaching (Swain, Kinnwar &

Steinman, 2015, p

. xi). In sociocultural theory the individual’s opportunities cannot be

determined or studied in isolation, since he or she is part of a history, a culture and a society,

(Vygotsky, 1980, p. 125). In other words, human development is not individualistic but rather

social.

Vygotsky (in Lantolf, 2000, p. 1) claims that humans rely on tools which permit us to change

the world including the circumstances under which we live in. To mediate and regulate our

relationships with others and with ourselves, and thus change the nature of these relationships,

we use symbolic tools or signs (Lantolf, 2000, p. 1). According to Lantolf (2000) “Vygotsky’s

theory of learning and development implies that learning is also a form of language

socialization between individuals and not merely information processing carried out solo by an

individual” (p. 33). Language socialization between individuals is therefore necessary for the

learning to take place.

Furthermore, for Vygotsky (in Donato & MacCormick, 1994, p. 456) the source of mediation

was either a system of symbols, most importantly language, a material tool such as a computer,

or the behavior of another human being in social interaction. In language learning, depending

on how the learning of the language is mediated, unfocused learning actions may be regulated

and modified (Donato &

MacCormick, 1994, p. 456). According to Donato & MacCormick

(1994)

[m]ediation is, thus, the instrument of cognitive change. This can take the form of the textbook, visual material, classroom discourse patterns, opportunities for second language

interaction, types of direct instruction, or various kinds of teacher assistance [...]. All forms of mediation are embedded in some context that makes them inherently sociocultural processes. (p. 356)

Thus, mediation is the instrument between the learner and the object, symbol or another human

being that leads to cognitive change. Lantolf (1994) states that mediation is interpreted to be

“the introduction of an auxiliary device into an activity that then links humans to the world of

objects or to the world of mental behavior” (p. 418). Hence, mediation, whether symbolic or

physical, is what connects the individual to the world, and which then leads to learning and

development.

Moreover, Vygotsky is interested in the development of thinking and language according to

Säljö (2014, p. 301). For Vygotsky the human language has a special position as a mediating

tool. Furthermore,

Vygotsky refers to language as the tool of tools. It is through communication with other people that we can express ourselves, and linguistic concepts help us organize our surroundings. Language is our partner in most of what we do. (Vygotsky; in Säljö, 2014, p. 301) (my translation1₎

Henceforth, language is a mediating tool that is essential for us to communicate and deepen our

understanding about our surroundings and the world we live in. Nevertheless, since mediation

can be several things, the implementation of the concept of

mediation will provide this study

with a greater understanding of how mediation elements influence students’ motivation and

attitudes regarding EFL learning.

1 _{”Vygotskij refererar till språket som redskapens redskap. Det är genom kommunikation med andra människor}

som vi kan uttrycka oss, och språkliga begrepp hjälper oss att organisera vår omvärld. Språket är vår partner i det mesta vi gör” (Säljö, 2014, p. 301).

5. Results

The questionnaire and interview results will be presented in this section.

5.1 Questionnaire results

The questionnaire data will be presented in this section. The figures represent all 238 students

who participated in this study. The results are categorized in the following steps: first, table 1

and 2 present answers concerning students’ attitudes towards the English language. Second,

table 3 shows answers about students’ instrumental motivation. Third, table 4 presents answers

regarding students’ integrative motivation. In the tables, the color blue represents the

percentage of participant answers from the vocational programs (VP) and the color orange

represents the percentage of participant answers from the preparatory programs (PP).

Table 1 illustrates question answers concerning students’ attitudes towards EFL learning

Table 1 Yes Maybe No

Is it important to learn English? 89% 9% 2%

97% 1.5% 1.5%

Are you interested in continuing your English studies after this course?

44% 23% 33%

51% 26% 23%

Table 1 shows that the vast majority of VP participants, 89%, and of PP participants, 97%,

answered yes when asked whether it is important to learn English. Also, the majority of VP

students, 44%, and of PP students, 51%, answered yes when asked whether they are interested

in continuing their English studies. Table 1 reveals that there is a slight but not major difference

in attitudes regarding English among students from the vocational and preparatory programs.

Table 2 illustrates statement answers concerning students’ attitudes towards EFL learning

Table 2 Fully

agree Mainly agree Somewhat agree Do not agree The English language is very interesting 19% 44% 33% 4%

35% 41% 22% 2%

I am always looking forward to my English lessons 17% 40% 27% 16%

14% 38% 32% 16%

It is unnecessary to learn English 2% 2% 13% 83%

2% 2% 2% 94%

I think it is fun to learn English 25% 35% 33% 7%

34% 40% 20% 6%

Vocational program (VP)

Table 2 reveals that the vast majority of the participants think that the English language is very

interesting. The majority of VP participants, 44%, and of PP participants, 41%, stated mainly

agree. Also, the majority of the students always look forward to their English classes, 40% of

VP students and 38%, of PP students mainly agree. Furthermore, equivalent answers are also

given about English being unnecessary to learn, the majority of VP participants, 83%, and of

PP participants, 94%, do not agree. However, mixed answers were given when students were

asked whether they think it is fun to learn English. While VP students stated, 35% mainly agree

and 33% somewhat agree, the vast majority of PP students stated, 34% fully agree and 40%

mainly agree. Noticeably, more PP students find English language learning fun.

Table 1 and Table 2 reveal that there is no great difference among vocational and preparatory

students’ attitudes towards EFL learning.

Table 3 illustrates statement answers concerning student’ instrumental motivation

agree

Somewhat agree

Do not agree It is important to achieve a good grade in the English

course 40% _54% 44% _33% 13% _11% 3% _2% Learning English is important since I might need it

in the future (employment, further studies etc.) 73% _77% 21% _16% 6% _6% 0% _1% Learning English is only important to pass the

English course 5% _8% 11% _7% 33% _30% 51% _55% Learning English is important for me to speak

English abroad 68% _69% 5% _5% 26% _25% 1% _1%

Table 3 demonstrates that the importance of achieving a good grade in the English course is

considered essential for the participants. While VP participants, 44% mainly agree, and 40%

fully agree, the majority of PP participants, 54% fully agree, and 33% mainly agree. Moreover,

learning English is considered important for future studies and employment. The vast majority

of VP students, 73%, and of PP students, 77%, stated fully agree. However, there are also shared

opinions concerning the statement that learning English is only vital to pass the English course.

The majority of VP, 51%, and of PP, 55%, do not agree. Lastly, English is also considered

essential for the students to speak English abroad as the majority of VP participants, 68%, and

of PP participants, 69% fully agree.

Table 3 illustrates that there is no difference among vocational and preparatory students’

instrumental motivation. It is apparent that the majority of the participants are instrumentally

motivated.

Table 4 illustrates statement answers regarding students’ integrative motivation

agree Do not agree Learning English is important for understanding

English speaking films, books, TV and games

58% 26% 12% 4%

62% 28% 7% 3%

Learning English is important for meeting new people I can speak English with online or offline

44% 33% 15% 8%

61% 23% 14% 2%

Learning English is important for meeting people from English speaking countries

47% 31% 17% 5%

66% 22% 11% 1%

Learning English is important for understanding the American/English culture

23% 38% 27% 12%

36% 31% 25% 8%

Table 4 shows that learning English is important for understanding English speaking films,

books, TV, and games. The majority of VP participants, 58%, and of PP, 62%, fully agree.

Also, the majority believe that learning English is important for meeting new people they can

speak with online and offline. While VP students, 33% mainly agree, and 44% fully agree, the

majority of PP participants, 61%, fully agree. Similarly, learning English is important for

meeting English speaking people. The majority of the participants of VP, 47%, and of PP, 66%,

fully agree. However, mixed answers are given on the importance of learning English for

understanding the American/English culture. The majority of VP participants, 38% mainly

agree, and 27% somewhat agree, while the majority of PP participants, 36% fully agree, and

31% mainly agree. Nevertheless, the answers still show that the students agree.

Table 4 reveals that there is no difference among students from vocational and preparatory

programs. It is apparent that the majority of the participants are integratively motivated.

The quantitative questionnaire results show that the students have positive attitudes regarding

EFL learning and are both instrumentally and integratively motivated. Moreover, the results do

not show a difference among students from the vocational and preparatory programs. However,

these aspects would call for further analysis in the qualitative study.

5.2 Interview results

The results of the interviews of the eight students from the vocational and preparatory programs

will be presented in this section. The interview questions are thematized in the following way:

First, students’ attitudes towards EFL learning. Second, how are students motivated to learn the

English language. Third, how do the students motivate themselves in English language learning.

Students’ attitudes towards EFL learning

The interview results demonstrate that the participants have positive attitudes towards EFL

learning. The majority believe learning English is vital for reasons such as employment, future

studies, travels and communication with people worldwide. Pontus expresses:

[I]t is an official language, so you can speak English in all countries, really anywhere, and if you are going to Spain, you don’t need to speak Spanish, it would facilitate a lot, but if you speak English it is enough2_.

In addition, Victor explains that the importance of the English language is that “now in the

world, everyone speaks English, and one has several advantages of English for understanding

and learning about things happening in world

_{”. Therefore, EFL learning expands students’}

opportunities in life, and most importantly it enables them to communicate globally. Patricia

explains her appreciation for the English language: “when you have cousins abroad you can

communicate with them. Also, in school, we have students coming from other countries, maybe

they have questions that they want to ask, then you can answer and communicate with them, so

they feel at home

_{”. Additionally, Vincent elucidates that “yes, I have. For example, when I}

play online games and that, then you have to speak English if you want to play with people

2_{det är såhär ett officiellt språk, alltså man kan ju prata engelska i alla länder egentligen, vart som helst typ, och alltså om man}

ska åka till Spanien, alltså man behöver inte kunna spanska, men det skulle underlätta väldigt mycket, men om du har engelska så räcker ju det

3_{nu i världen så, så pratar alla engelska, och man har mycket nytta utav engelska för att kunna lära sig och förstå saker som}

händer i världen.

4 _{när man har kusiner utomlands när man kommunicerar med dem. Sen har vi i skolan, det kommer ju studenter från andra}

länder, kanske de har fråga som de vill ställer, då kan man svara och kommunicera med dem för att de ska kunna känna sig hemma.

from other countries. Or when I have English in school, well I can speak without problem

_”.

The participants appreciate their EFL skills and the majority want to become better EFL

speakers, as they want to acquire new words and expressions, as Pontus articulates: “personally,

I usually write song lyrics sometimes, and it would be nice to know more synonyms instead of

using regular words

_{”. The desire to become successful EFL learners is established throughout}

the interviews and is further demonstrated in the subsequent section.

How are students motivated to learn the English language?

The questions concerning motivation reveal a disparity between participant answers concerning

English classroom activities or skills such as, speaking, writing, listening and reading (see

Appendices). While four of the participants answered speaking, three answered writing, and

one reading and listening activities. The most common motives for favoring speaking involve

the need for practicing pronunciation, different dialects, new words or simply English-speaking

skills. Petra explains:

[I] believe you always learn best from testing yourself by trying to speak. I think it’s the same with all languages, as in Spanish. When you listen to things, you understand clearly, but then when you try to speak it yourself, it stops. So, I really think that the most important thing is to speak in order to learn properly, because it is quite easy to understand things, but when you try to say it yourself, it’s not that easy, so I think speaking is the most important part.7

Speaking can be challenging and therefore necessary for language development according to

Petra. In addition, the participants’ reasoning for favoring writing is because it is challenging

and fun. Victor states:

5 _{ja. Det har jag. När jag till exempel spelar online spel och sånt, då måste man kunna prata engelska om man vill spela med}

folk från andra länder. Eller när jag har engelska i skolan, jag kan liksom prata utan problem.

6 _{Alltså personligt, jag brukar ju skriva låttexter ibland och det skulle vara skönt att kunna mer synonymer istället för att använda}

vanligare ord.

7 _{jag tror att man lär sig alltid bäst av att testa sig själv liksom att prova och prata. Så jag tror att det är samma sak med typ alla}

språk, som i spanska. Det är ifall man hör saker, så förstår man ganska tydligt, men sen när man ska försöka att prata det själv då tar det stopp liksom. Så jag tror att det viktigaste egentligen är att prata för att man ska få lära sig på riktigt liksom, för det är ganska lätt att förstå saker och ting, men sen när man ska säga det själv så är det inte lika lätt, så jag tror att prata ändå är den viktigaste delen.

[B]ecause then you have to write down in your English, so you understand, you don’t get someone else’s text that you can read, but you teach yourself, I think, so when you write texts, you develop at the same time as you write8_.

Hence, language development happens when practicing writing according to Victor.

Furthermore, in classroom activities, many of the participants are mostly motivated by working

individually or in groups as opposed to classroom presentations, and only a few prefer a

combination of these. Vera explains what she feels about groupwork in the following statement:

“I feel that in English many are at different levels and it can be quite difficult with groupwork

when you are in different places

_{”. Also, Pernilla states: “I would say individual work because}

then you have the opportunity to follow up and become better at things you want to become

good at and not comply with a group

_{”. The two students, studying at different programs, find}

individual working activities more motivating as they allow them to focus on improving their

individual language skills.

Moreover, the majority of the participants are motivated and inspired by their English subject

teachers, and when asked how the teacher motivates them, the students replied that it is when

the teacher challenges them, chooses interesting and relatable topics, or when the teacher “sees”

them. This is expressed by Veronica in the following sentence: “to see me as a student and

know my qualifications, and to sit with me and discuss my goals and what I want with the

course

_{”. Likewise, Pontus explains:}

[Y]es it can be the English teacher as well because sometimes, he shows his skills if you say so, then you are like, it is fun to see because you do not see that every day. My friends do not have the worst12 _{English and when the teacher speaks in different dialects and so,}

8 _{för att då får man liksom skriva ner alltså sin engelska, alltså förstår du, man får inte någon annans text som man får läsa, utan}

att man lär sig själv, tycker jag, alltså när man skriver texter, alltså man utvecklas samtidigt som man skriver.

9 _{jag känner att just i engelska så är många på olika nivåer och det kan vara rätt svårt att göra grupparbete när man är på olika}

ställen.

10 _{jag skulle väl säga individuellt arbeten för då har man möjlighet och följa och bli bättre på det man själv vill bli bättre på och}

inte följa en grupp.

11 _{att se mig som elev och liksom och vad jag har för förutsättningar, och sitta ner med mig och prata om vad jag har för mål}

och vad jag vill med kursen, lite så.

then it becomes more, how do you say, it becomes more fun and you want, when it is more fun then you want to know more13_.

Henceforth, teachers have great impact on students’ motivation to learn English. Moreover,

while some are inspired by teachers, friends or family members, others find inspiration within

themselves as expressed by Victor: “myself, I am motivated by myself that I want to learn more

and more because I know that I will benefit a lot from it, it will open many doors in life, if you

understand

_.

Seemingly, the students find motivation within themselves and in their environments. Lastly, it

is apparent that there is no major difference between how students from vocational and

preparatory programs are motivated in EFL learning.

How do the students motivate themselves in English language learning?

Similar answers are given by the participants from the vocational and preparatory programs

concerning individual motivation in EFL learning. These involve watching English speaking

TV, film or listening to music. Some are also interested in reading English books, while others

enjoy online games where a command of English is required. Seemingly, the students motivate

themselves by finding activities they enjoy and learn from as stated by Vincent: “when things

go slow, then I watch a movie with English subtitles because then I know that I’m still learning

something, that is that I learn how words are pronounced in different dialects, new words and

expressions. So, I try to motivate myself by doing something I like, but in English

_”.

Correspondingly, Petra says:

[I] usually listen to music or watch YouTube or a movie that has to do with English, because then you get motivated to have the ability to speak as fluently as they do and things like

13 _{ja det kan vara engelskläraren också, för ibland brukar han också, visa sina skills om man säger så, då blir man såhär. Alltså}

det är ju roligt att se för det är inte sånt man ser varje dag typ, mina vänner har inte såhär värsta engelskan, och när läraren hämtar olika dialekter och sånt då blir det såhär mer, vad brukar man säga, att det blir roligare och man vill och när det är roligare, då vill man ju veta mer.

14 _{mig själv, jag motiveras utav mig själv, att liksom jag vill ju lära mig mer och mer för att liksom jag vet att jag kommer ha}

nytta av det här jättemycket, det kommer öppna många dörrar i livet, alltså förstår du.

15 _{när det går trögt, ja men då kollar jag på en film, och då har jag engelsk text för då vet jag att jag ändå lär mig något, alltså}

att jag lär hur de uttalar ord på olika dialekter, nya ord och uttryck. Alltså jag försöker motivera mig själv genom att göra något jag gillar men då på engelska.

that, so I surround myself more with English because then I become more inspired to learn it16_.

Furthermore, the participants from the respective programs explain that they do not lose

motivation in EFL learning. Pernilla states: “no I only see the positive with it, I don’t see a

reason for not learning English

_{”. Similarly, Veronica says:}

English is among my favorite subjects, so I have never felt it has been a little bit tough, I may have thought it was if it was a disordered lesson or if the teacher has not really listened, or perhaps because it did not go well on a presentation or something, but then I have overcome it, and then it has been good in the upcoming lesson18_.

This indicates that students’ environment impacts their motivation to EFL learning.

6. Analysis and discussion

The results from the questionnaire show that the majority of the participants have positive

attitudes and consider English language learning interesting and necessary. The participants are

instrumentally motivated to learn English, as the majority believe that achievement in the target

language will give them access to future studies and employments. Similarly, the data shows

that the participants are integratively motivated, since learning English is considered necessary

in order to understand English speaking films, books and people. Therefore, the questionnaire

results reveal that the participants from the respective programs are both instrumentally (see

Table 3) and integratively (see Table 4) motivated. Proficiency in EFL learning is achieved

when integrative motivation works in conjunction with instrumental motivation (Ellis, 1994, p.

682). Moreover, there is not a major difference among participants from the vocational

programs and preparatory programs. On the contrary, the findings show agreement in

motivation and attitudes regarding EFL learning. Also, the findings of this study resemble the

majority of the previous research presented earlier (Gardner & Lambert, 1959; Gardner and

16 _{då brukar jag lyssna på musik eller kolla på Youtube eller på film som har med engelska att göra för då blir man motiverat}

till att man vill kunna prata lika flytande som dem gör och såna saker, så jag omger mig mer med engelska för då blir jag mer inspirerad av att lära det.

17 _{alltså nej jag ser bara det positiva med det vill jag väl kunna säga, jag ser ingen anledning till att inte lära sig engelska} 18 _{engelska är ju bland mina favoritämnen, så jag har ju aldrig känt att det har varit lite segt, det kan jag ha tyckt att det har}

varit om det har varit en stökig lektion eller om läraren kanske inte riktigt har lyssnat eller det har gått lite dåligt kanske på någon redovisning eller så, men då har jag bara kommit över det och sen så har det ändå varit bra till nästa lektion liksom.

Lambert, 1972; Ghazvini and Khajehpour; 2011; Muchnick & Wolfe, 1982; in Ellis, pp.

679-680).

The results from the qualitative interviews reveal that participants from both vocational

programs and preparatory programs have positive attitudes and are strongly motivated towards

EFL learning. Learning the English language is perceived important due to its status as a global

language and students’ desires for future employment, studies and travelling. Also, the ability

to communicate and meet people abroad motivates the participants to become better English

language learners. The answers to motivation in EFL learning are not based upon students’

desires for becoming valued members of the English or American culture, but rather due to the

opportunities it creates, which suggests that the students from the respective programs are more

instrumentally motivated. Similar findings are revealed in the study presented earlier by Hong

and Ganapathy (2017), which showed that the students were more instrumentally motivated

than integratively motived in ESL learning (Hong & Ganapathy, 2017). Positive attitudes and

motivation towards the target language are important for students to better succeed in it (Safotso

& Tompte, 2018, p. 175).

Furthermore, the data shows that various approaches and strategies motivate the participants to

learn English. The students believe that EFL learning is best achieved when practicing speaking

or writing activities. Participants favoring speaking explain that one learns when practicing new

words, pronunciations, different dialects and expressions in speech. Whereas students favoring

writing express that it is challenging and fun to write in English, since one has to express oneself

differently. The findings concerning classroom activities indicate that students from vocational

and preparatory programs enjoy challenging and interesting tasks that lead to language

development. Additionally, the majority prefer working individually or in groups as opposed

to classroom presentations. Students’ reasoning for favoring group work is that learning

happens in interaction with other people as one learns how others use words and expressions.

This resembles the sociocultural theory that personal development occurs in social interaction.

However, students favoring individual work express that one has the opportunity to focus on

individual improvement. The answers given are based upon the participants’ own perceptions

and experiences of how languages are best learned. Nevertheless, the students learn in various

ways depending on their individual needs, therefore there are no reasons to assume that there

are differences among vocational and preparatory program students. Furthermore, the findings

reveal that teachers have great impact on students’ motivation and attitudes regarding EFL

learning. The importance of seeing and acknowledging students’ needs and goals as well as the

implementation of interesting and challenging tasks is valued by the participants from

vocational and preparatory programs. Incorporating varied teaching approaches and

instructions in conjunction with seeing and acknowledging the students are therefore essential

in order for teachers to motivate and encourage students in their EFL learning.

Finally, the interviews show that the students find motivation in surrounding themselves with

the English language. While some find motivation in books, others find motivation in English

speaking films, music and games. The students express that these inspire and encourage them

to become better EFL learners as they acquire new words, expressions and dialects, which help

them further improve their EFL skills. Students consider these mediation tools stimulating

because they believe that learning happens in tasks which they find interesting and challenging.

As previously stated, a person who experiences reinforcement from success and disappointment

from failure, has desire and expends effort is a motivated person (Masgoret & Gardner, 2003,

p. 128). The answers reveal that even when the students feel unmotivated, they do not lose the

interest to learn English, instead they find activities which they enjoy and learn from.

Furthermore, the implementation of the concept mediation reveals that the participants use

symbolic, material and human beings as tools to develop their EFL skills. These mediation tools

take the form of books, visual material such as films, TV and online games, or human beings

such as friends, family members and teacher assistance (

Donato & MacCormick, 1994, p. 356)

.

Finally, the data shows that the participants at the Swedish upper secondary school learn

individually and in interaction with others. Furthermore, the result that deserves special

attention is the one revealing that there is no difference in motivation and attitudes regarding

EFL learning among students from the vocational and preparatory programs. The majority of

the participants from respective programs have positive attitudes and are highly motivated to

improve their EFL skills. The findings indicate that these attitudes might be, as previously

stated by Svensson (2015, p. 131), from the teachers’ and the students’ perspectives and

expectations of the students studying at the different programs.

7. Conclusion

The findings of this study reveal that what motivates students at the Swedish upper secondary

school is their strong desires for future studies, employment, travels and interaction with people

worldwide. The quantitative questionnaire revealed that the there is no difference between

students’ integrative and instrumental motivation. However, the findings from the qualitative

interviews were different from the questionnaire results as the interviews showed that the

students are more instrumentally motivated than integratively motivated. The qualitative

interviews were therefore essential for supplementing the questionnaire, as the interviews

provided this study with a greater understanding. One aspect that emanates from this project is

that there is not a big difference among students from the vocational and preparatory programs.

On the contrary, the results reveal mutual opinions concerning interesting and challenging

topics, a determination for improvement and an appreciation for teachers who see and

acknowledge them. Students’ attitudes and motivation to EFL learning are affected by their

goals, desires and their surroundings which include friends, teachers, classroom activities and

books. These mediation tools, whether symbolic, material, or human beings in social

interaction, connect the students to the world and affect their learning and development.

Lastly, the questionnaire and interview answers do not represent all Swedish upper secondary

school students’ attitudes and motivation regarding English: they are solely a representation of

the participants in this study. This research has contributed to the field of education through

examining various types of student motivation and attitudes regarding EFL learning in a

Swedish upper secondary context. The results will aid current and future educators to be more

effective in their teaching practices. Moreover, since the difference among students from

vocational and preparatory programs is not major, the differences may relate to teachers’

perceptions and expectations of students at the different programs. Therefore, for possible

future research, an investigation of differences between teachers’ perceptions and expectations

of students studying English at vocational and preparatory programs could be worth examining.

8. References

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9. Appendices

9.1 Questionnaire questions

Jag heter Merna och jag är lärarstudent från Jönköping University. Jag skriver mitt examensarbete om gymnasieelevers motivation till att lära sig engelska, därför söker jag gymnasieelever som vill delta i denna studie genom att svara på denna enkät. Svaren är anonyma och resultaten rapporteras inte till någon lärare, men används blott för denna studie.

1. Kön o Man o Kvinna o Vill inte ange 2. Ålder o 15 o 16 o 17 o 18 o 19 o 20 3. Jag går i ett: o Yrkesprogram o Högskoleförberedande program

4. Ange kursen du läser/läst senast (om du inte läser någon just nu): o Engelska 5

o Engelska 6 o Engelska 7

5. Tycker du att det är viktigt att lära sig engelska? o Ja

o Nej o Kanske

6. Är du intresserad av att fortsätta studera engelska efter denna kurs? Markera endast ett alternativ

o Ja o Nej o Kanske

Hur mycket håller du med i följande uttalanden? 7. Det engelska språket är riktigt intressant o Instämmer helt

o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

8. Jag ser alltid fram emot mina engelska lektioner o Instämmer helt

o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

9. Det är onödigt att lära sig engelska o Instämmer helt

o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

10. Jag tycker det är roligt at lära mig engelska o Instämmer helt

o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

11. Det är viktigt att få ett bra betyg i engelska o Instämmer helt

o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

12. Att lära mig engelska är viktigt eftersom jag kan behöva det senare (för jobb, studier mm.) o Instämmer helt

o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

13. Att lära mig engelska är endast viktigt för att klara engelskakursen o Instämmer helt

o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

14. Att lära mig engelska är viktigt så jag kan prata engelska utomlands o Instämmer helt

o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

15. Att lära mig engelska är viktigt så jag kan förstå engelsktalande filmer, böcker, TV och spel

o Instämmer helt o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

16. Att lära mig engelska är viktigt så jag kan träffa nya människor jag kan prata engelska med online eller offline

o Instämmer helt o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

17. Att lära mig engelska är viktigt så jag kan träffa folk från engelsktalande länder o Instämmer helt

o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

18. Att lära mig engelska är viktigt för att förstå den amerikanska/engelska kulturen o Instämmer helt

o Instämmer till stor del o Instämmer till en liten del o Instämmer inte alls

Den andra delen av min studie består av intervjuer om motivation, skriv gärna din mejladress om du är intresserad av att vara med i en intervju

9.2 Interview questions

2. Tycker du att det är viktigt att lära dig engelska? Varför? Varför inte?

3. Har du någon gång känt dig tacksam över att du kan engelska? När?/ Berätta om det.

4. Har du någon gång önskat att du kunde mer engelska? När?/ Berätta om det.

5. Vilken eller vilka av följande aktiviteter eller förmågor: tala, skriva, lyssna och läsa motiveras du mest av i klassrummet när du har engelska?

Varför?

6. Vilka arbetssätt: till exempel individuellt arbete, grupparbete, redovisning motiverar dig till att lära dig engelska?

7. Finns det något annat som motiverar dig att bli bättre i engelska? Kan du ge något exempel?

8. Finns det någon person som motiverar dig att bli bättre i engelska? Vem/vilka?

9. Vad tycker du är utmanande eller svårt när det gäller att lära sig engelska? 10. Finns det något som gör att du inte vill lära dig engelska?

Berätta/ge exempel.

11. Hur motiverar du dig själv att lära dig engelska när eller om det går trögt eller tar emot? ”Berätta gärna lite mer om det”

9.3 Petra

M: Vilket program läser du? P: Naturvetenskapsprogrammet

M: Tycker du att det är viktigt att lära dig engelska? P: Ja jamen. Jätteviktigt tycker jag att det är. M: Varför?

P: För att typ alla i hela världen, eller i stora delar av världen, kan prata engelska och det är så man kan ta sig runt. Och jag personligen älskar jag att resa så därför hjälper det mig jättemycket när jag resar. Och annars vet jag att många jobb innehåller att man ska kunna engelska, man ska kunna presentera, prata med andra och sådär saker, så jag tror att det är väldigt viktigt vart än man är och vilken situation man är i.

M: Hur hjälper det dig när du är ute och resa:

P: Jag kan prata med befolkningen, att kunna ta mig fram på olika sätt, att kunna beställa mat. Jag kan svenska engelska och lite spanska men ifall jag åker till ett land utom det så behöver man kunna engelska då liksom.