Students’ Motivational Orientations and Attitude toward English Learning: A Study in the Deep South of Thailand

  •  Eun-Young Cho    
  •  Adisa Teo    


This study investigates students’ L2 motivational orientations and attitude which are major components of L2 motivation. The concepts of integrative and instrumental orientations and attitude in this study were adopted and adapted from Gardner’s socio-educational model (1985). 219 M.3 (Grade 9) students in all six governmental secondary schools in the three southernmost cities in Thailand, namely Pattani, Yala, and Narathiwas participated in this study. The questionnaire with 10 items assessing the students’ integrative and instrumental orientations and attitude was the main instrument. The results indicate that the students have strong instrumental orientation together with moderately high integrative orientation and favorable attitude. All three motivational components were found significantly different between the male and female students. In regard to the difference between the students with and without experience in English speaking countries, significant difference was on integrative orientation. Last, there was no significant difference on integrative and instrumental orientations and attitude between the students with the above and below average English grade.

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