UNIVERSIDAD NACIONAL FEDERICO VILLARREAL –

UNFV
FACULTY OF EDUCATION

THE INFLUENCE OF MOTIVATION ON ENGLISH

LANGUAGE LEARNING

PRESENTED BY

ERIKA JULIANA FASABI CAYMATA

2019702612 @[Link]

LUIS ALBERTO PEREDA ROQUE

2019702595 @[Link]

CÉSAR TEODORO RIVERO TERRAZAS

2019702612 @[Link]

LIMA, PERÚ
2024
 The Influence of motivation on English language learning
*Erika Fasabi, Luis Pereda and César Rivero.
*Faculty of Education, Villarreal University, Lima, PERU
Published: 23 December 2023.

In this research work, the influence of motivation from the 1st to 5th grade English
Language Learning students of the school Renoir was determined. The type of
research was explanatory level and non-experimental with simple random sample
method with a correlational and quantitative design. In order to get the sample, the
questionnaire instrument was applied by 108 students. In this way, once the data on
the motivation and English language learning variables were collected, the hypothesis
testing statistic, Spearman's rho correlation coefficient, was selected. Bar graphs and
frequency tables were created along with the analyzes and interpretations that
accompanied them to measure the influence between the motivation variable and the
Language Learning variables. Data analysis was carried out using Descriptive and
Inferential Statistics, for which a database was created in the SPSS program, version
29 in Spanish. For the reliability of the instrument, Cronbach's Alpha statistic was
used where it is concluded that the influence of motivation influences in the
development of English language learning in secondary school students at Renoir.
This study enriches the research on motivation and English learning outcomes.
Furthermore, it reveals an insight that motivation and the language learning are the
factors that cause students to succeed in a foreign language.

Keywords: research; motivation; learning; correlation

Introduction
Motivation in teaching a language like English has become a fundamental part of
the learning process to acquire communicative competence and be able to face
communicative challenges to adapt to the needs of the modern world. That is why it
is necessary to change the traditional model of teaching a language using more
modern and efficient motivation techniques, applying strategies that can help promote
motivation on the part of the teacher who has to be very well prepared to face this
new and great challenge of according to fulfill the students’ needs.
Therefore, it is extremely important that motivation is part of the teaching-learning
process in the English language with active participation and can help students
achieve communicative competence and be able to perform better in the face of the
challenges of competitiveness in a globalized world.
Taking these considerations, it is expected that the results obtained will contribute
to the student, through a series of motivational strategies, being able to achieve
communicative competence in the face of the challenges that arise in their academic
and professional life.

Another strength of Gardner’s socio-psychological approach to L2 motivation is

that he has regularly operationalized achievement types of dependent variables in
studies (Gardner, 2020), although they have missed possibly relevant variables, such
as attitudes towards the coursebook or curriculum. We all know that motivation is the
key to someone succeeding at a task. It is simple to say that someone who is motivated
enough will succeed in learning a second language. Numerous studies and

2
experiments on human learning have corroborated these claims. However, they never
provide a thorough explanation of what motivation is and what its constituent parts
are. What does it mean when someone is described as motivated? In what ways can
we generate, maintain, and advance motivation? Needless, to say that motivation
plays an important role to determine a person may continue to do something or to
pursue a goal since there is a mere understanding of its own effects on individuals.
Little or nothing has been found to have a complete explanation of the fact that
motivation has a direct impact on someone else’s mastery of a task. According to
Dornyei (2020) believes that the complexity of the idea of motivation lies in its attempts
to elaborate person's actions on behavior which cannot be explained by just one approach
emphasizing its pivotal role in determining the success of language learners. There is no
way to understand how motivation comes from the result of encouraging individuals so
that they can change their own approach to subjects which are not that motivating for
them.

According to (Ryan and Deci, 2020) claims that extrinsically motivated behaviors are
motivated by external expectation other than their inherent satisfactions For example,
when teachers set up a goal to be achieved by students in a term. Motivation may play
a significant effect to keep the students engaged until final results prove that
motivation actually had to do so much with the learning outcomes. Lena et al. (2022)
state students who have high learning motivation are indicated by their enthusiasm for
following the learning process. That is essential and great impact on their students’
performance. Other fundamental aspects related to motivation are consciousness and
emotions. When it comes to learning English, learners’ success is due to a variety of
factors. Even when learners fear learning the language, this fear is reduced when they
concentrate on how the language is facilitating them (Rahmat, 2022).

According to Collazos et al. (2021) teachers must know when and how to
participate, in such a way that they adapt to the situation of each group of students,
and in the opposite case, the students must be aware of what is happening in their
environment with the purpose of achieve proper interaction between all members. In
addition to that, in the field of psychology, motivation is a major factor that determines
success in foreign language learning (Daif-Allah, & Aljumah, 2020). Motivation plays an
important role in Foreign Language learning success, and although it is not the main
factor, in the classroom context it may lead students to achieve their goal or not. Lack of
motivation leads to lack of effort and ultimately lack of success. Due to the great
importance that motivation plays when learning a Foreign Language.

Moreover, Tao et al. (2020) claims that self-determination theory is a vital topic in
teacher training. It was chosen for this study because it highlights that teachers are crucial
in creating an environment that supports self-regulated motivation in students. Motivation
is one of the core components of self-regulation; it is one factor that determines how well
we are able to regulate our emotions and behaviors. An individual's level of motivation to
succeed in his endeavors is directly related to his performance. Self- confidence plays an
important role since that fear of failure is the biggest challenge for the students to face. in
this matter motivation assures the enough stamina and decision for the students to keep
up being engaged in their own learning process. Plus, we need to consider strategies that
teachers have to apply so that this ideal environment helps the students not to quit and
mantain their goals as important for them as in initial parts of the process as these authors

3
 state (Eccles and Wigfield 2020). Self-determination theory as well as attribution theory
deals with the locus of control and controllability, and expectancy-value integrates aspects
of self-determination theory through the intrinsic value and the attainment value of a task.

This academic work aims to provide the point that motivation is of great importance
and the key factor to make sure students are active entities in the learning process.
Moreover, with the investigation will help find evidence highlighting potential
actionable pathways to foster motivation in students in language learning.
Besides this, a lot has been said in the matter trying to explain the way motivation
works, the inner meaning of the complexity that motivation has in humans. The
understanding of the positive effects of motivation in students attracts the attentions of
brilliant minds worldwide who have been studying motivation and the students’
feedback towards it.

This research aims to contribute to the limited existing literature by focusing on

the following research questions:

(1) How does motivation influence on English language?

(2) How does motivation influence in learning?
(3) Is there a relationship between the motivation and the English Language Learning?

Method
The type of research to be developed is a closed-ended questionnaire. For this study,
the questionnaire will be hosted and recorded online using the cloud service provided by
the Google Form website. This online questionnaire is one type of research instrument
which could be utilized in a survey study as means of gathering information from the
participants.

For the scaling and measurement of the survey, a 5-point Likert scale that is a rating
scale is used to assessing opinions, attitudes, or behaviors (Bhandari, 2022). This system
ranging is from number 1 to 5 as it is a common way of gathering scaled responses and
the method works well in the context of a series of questions that attempts to find elicit
attitudinal information regarding a specific subject matter. As we can see the scale
illustrated in Figure 1.

The study had a quantitative approach and a descriptive correlational design.

Considering to Pritha Bhandari (2020) that she claims that it is the process of collecting and
analyzing numerical data. It can be used to find patterns and averages, make predictions, test
causal relationships, and generalize results to wider populations. This type of research will
help precise measurement and build evidence in favor of specific theories and hypotheses as
Leavy Patricia (2022) point out. In the same way, informed consent was sent in order to
protect ethical considerations, particularly those pertaining to respect and the freedom to
choose to participate, the safety of information confidentially, and the goals of the study,
among other things.

The validity and reliability of survey research instruments are subjected to confirmation
through statistical calculation like Cronbach Alpha to actually as certain that those

4
instruments to evaluate the extent to which the items of an instrument are correlated. Some
of the questionnaire items in Table 1 were adapted from Muhammad Mabrur (2022) research
survey “Investigating Indonesian Junior High School Students Attitude and Motivation
towards English Language Learning”

Results
In total 105 students completed the survey: 1st grade (20), 2nd (20), 3rd (20), 4th (20), and 5th
(28) in the English area. Of the total responders, approximately 105 out of 108 students from
high school both genres were assessed with the motivation questionnaire with 10 items on it.

The impact of Motivation

For the reliability of the instrument, Cronbach's Alpha statistic was used with a result of 0.878
for the motivation variable. See Figure 1. From the position of Barbera et al. (2021) the
Cronbach’s alpha is one of many methods of evaluating the reliability of data collected from
an assessment instrument (also referred to as a test). Reliability in a broad sense refers to the
consistency, or precision, of measurements. Here there go.

Scale: Motivation
Case Processing Summary
N %
Cases Valid 105 100.0
Excludeda 0 .0
Total 105 100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach’s Alpha N of items

.878 10
Figure 1. The result shows that there is high reliability level.

* Descriptive Statistics

Table 1

Data distribution according to the motivation variable.

Level Frequency Percentage

Low 1 1.0
Regular 5 4.8
High 99 94.3

5
 100.
TOTAL 105
0
Source: Own elaboration

Figure 2.

Data distribution according to the motivation variable.

En Table 1 and figure 2, it can be observed that 1.0 % perceived a low level motivation, 4,8
% a regular level and 94,3% a high level.

The influence of learning

For the reliability of the instrument, Cronbach's Alpha statistic was used with a result of
0.829 for the learning variable. See Figure 3.

Scale: Language Learning

Case Processing Summary
N %
Cases Valid 105 100.0
Excludeda 0 .0
Total 105 100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics
Cronbach’s Alpha N of items
.829 10
Figure 3. The result shows that there is high reliability level.

6
The alpha coefficient for the four items is .829, suggesting that the items have relatively
high internal consistency.

Table 2
Data distribution according to the language learning.
Level Frequency Percentage
Low 1 1.0
Regular 5 4.8
High 99 94.3
100.
TOTAL 105
Source: Own elaboration

Figure 4.

Data distribution according to the language learning.

En Table 2 and figure 4, it can be observed that 1.0 % perceived a low level motivation,
4,8% a regular level and 94,3 % a high level.

*Inferential Statistics:

For these statistical analysis, Spearman's rho correlation coefficient was used. Frequency
tables and bar diagrams were made with their corresponding analyzes and interpretations. As
states Alsaqr (2021) that a correlation coefficient is a measure of a relationship between any
two quantitative and categorical variables. The coefficient describes the degree of relationship
between two variables. Associated variables change in tandem – a change in one variable,

7
 and the second changes in the same or opposite direction. Correlation is a commonly used
statistical procedure. After the table

Contrast of hypotheses

General Hypothesis
Table 3
Spearman correlation test between Motivation and Language Learning

Motivation Language Learning

Rho de Motivation Correlation Coefficient 1.000 .798**
Spearman Sig. (two tailed) . .025
N 105 105
Language Correlation Coefficient 798 1.000
Learning Sig. (two tailed) .025 .
N 105 105

In Table 3, the p value is 0.025, which is less than 0.050 (0.000 < 0.050), so the null hypothesis
is rejected and the alternative hypothesis is accepted... Spearman's rho coefficient is 0.798,
which indicates that the relationship between the variables is direct and its degree is high.

H0 (Null)= There is no relationship between motivation and Language Learning.

H1 (Alternative)= There is relationship between motivation and Language Learning.

Specific Hypothesis

Table 4
Spearman correlation test between Motivation and Goals achievement.

Motivation Goals achievement.

Rho de Motivation Correlation Coefficient 1,000 ,519**
Spearman Sig. (two tailed) . ,000
N 51 51
Goals Correlation Coefficient ,519** 1,000
achievement. Sig. (two tailed) ,000 .
N 51 51
**. Correlation is significant at the 0,01 level

In Table 4, the p value is 0.000, which is less than 0,001 (0.000 < 0.001), so the null hypothesis
is rejected and the alternative hypothesis is accepted... Spearman's rho coefficient is 0.519,
which indicates that the relationship between the variables is direct and its degree is low.

8
H0 (Null)= There is no relationship between motivation and the Goals Achievement.
H1 (Alternative)= There is relationship between motivation and the Goals Achievement.
Table 5
Spearman correlation test between Motivation and Text production.

Motivation Text Production

Rho de Motivation Correlation 1,000 ,300*

Spearman Coefficient
Sig. (two tailed) . ,032
N 51 51
Text production Correlation ,300* 1,000
Coefficient
Sig. (two tailed) ,032 .
N 51 51
*. Correlation is significant at the 0,05 level

In Table 5, the p value is 0.032, which is less than 0.050 (0.000 < 0.050), so the null hypothesis
is rejected and the alternative hypothesis is accepted... Spearman's rho coefficient is 0.300,
which indicates that the relationship between the variables is direct and its degree is low.

H0 (Null)= There is no relationship between motivation and the Text Production.

H1 (Alternative)= There is relationship between motivation and Text Production.

Table 6
Spearman correlation test between Motivation and Understanding language skills.
Understanding
Motivation language skills
Rho de Spearman Motivation Correlation Coefficient 1.000 .261**
Sig. (two tailed) . .007
N 105 105
Understanding Correlation Coefficient .261** 1.000
language skills Sig. (two tailed) .007 .
N 105 105
**. Correlation is significant at the 0,01 level

In Table 6, the p value is 0.007, which is less than 0.050 (0.000 < 0.050), so the null hypothesis
is rejected and the alternative hypothesis is accepted... Spearman's rho coefficient is 0.261,
which indicates that the relationship between the variables is direct and its degree is low.

H0 (Null)= There is no relationship between motivation and understanding language skills.

H1 (Alternative)= There is relationship between motivation and understanding language skills.

9
Based on the result of the specific hypothesis testing, this research showed that motivation
did not affect the students’ goals achievement, text production and understanding language
learning because of the level of the correlation coefficients are significant.

Conclusion
According to the results found, it is concluded that motivation plays a relevant role in students
and how it has influenced on language learning. This research mirrors essential findings
because motivation is directly related to the language learning, according to a correlation
coefficient that was 0.798, high and positive with a significance of 0.25, which indicates that
better motivation will result in better predisposition to language learning. Moreover,
motivation influences and is directly related to the goals achievement, according to a
correlation coefficient that was 0.519, moderate and positive with a significance of 0.00,
which indicates that better motivation will result in better predisposition to achieve goals. The
outcome must generate awareness in teachers and be able to significantly change the
performance and achieve competencies in students. In addition to that, It was determined that
motivation is directly related to the text production, according to a correlation coefficient that
was 0.300, low and positive with a significance of 0.32, this indicates that, with low
motivation, there will be low text production competence. It is essential that teachers can
promote and enhance the best practices of understanding and reflection in the classrooms, this
will be decisive to strengthen and contribute significantly to the text production competence.
Eventually, it was determined that motivation is directly related to the understanding language
skills, according to a correlation coefficient that was 0.261, low and positive with a
significance of 0.07, this indicates that, with low motivation, there will be low understanding
language skills. To make teacher aware of reinforcing and strengthening students' capacities
through constructive motivation and that they, in turn, can carry out critical reflections.
through argumentative analyzes in the students of the school Renoir.

Due to this research, it is recommended to carry out more studies on the topic raised in this
article of motivation, to generate awareness in teachers and can significantly change the
performance and achieve competencies in the students.

References
Sizér*, K., & Éva, I. (April de 2020). Language Teaching Research Quarterly . Obtenido de Helping
to Maximize Learners’ Motivation for Second Language Learning.

Dörnyei, Z. (February de 2020). ResearchGate. Obtenido de Innovations and Challenges in Language

Learning Motivation:
[Link]
uage_Learning_Motivation

Ryan, R. M., and Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory
perspective: definitions, theory, practices, and future directions. Contemp. Educ.
Psychol. 61:101860. doi: 10.1016/[Link].2020.101860

10
Lena, M., Trisno, E., & Khairat, F. K. (1 de July de 2022). MEXTESOL Journal. Obtenido de The Effect
of Motivation and Interest on Students’ English Learning Outcomes:
[Link]

Rahmat, N. H. (12 de April de 2022). International Journal of Academic Research. Obtenido de Motives
to Learn English as a Foreign Language: An Analysis from Vroom’s Theory:
[Link]
2/publication/360234597_Motives_to_Learn_English_as_a_Foreign_Language_An_Analysi
s_from_Vroom's_Theory/links/626a1df805d79a3968a76984/Motives-to-Learn-English-as-
a-Foreign-Language-An-Analysis-from-Vrooms-T

Collazos, C.A., Fardoun, H., AlSekait, D., Pereira, C.S., and Moreira, F. (2021). Designing online
platforms supporting emotions and awareness. Electronics 10, 1–19. [Link]
10.3390/electronics10030251

Daif-Allah, A. S., & Aljumah, F. H. (2020). Differences in motivation to learning English among Saudi
University students. English Language Teaching, 13(2), 63-74.
[Link]

Tao, Y., Yoke, L., & Noryati, A. (19 de January de 2022). European Journal of Educational Research.
Obtenido de Motivation and Grit Affects Undergraduate Students’ English Language
Performance: [Link]

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology,
53(1), 109–132. [Link]

Bhandari, P., & Nikolopoulou, K. (03 de July de 2020). Scribbr . Obtenido de What Is a Likert Scale?:
[Link]

Muhammad Mabrur, I. A. (2022). UNIVERSITY OF MUHAMMADIYAH PURWOKERTO. Obtenido

de Investigating Indonesian Junior High School Students Attitude and Motivation towards
English Language Learning: [Link]
Muhammad-
Mabrur/publication/358234521_Investigating_Indonesian_Junior_High_School_Students_A
ttitude_and_Motivation_towards_English_Language_Learning/links/61f79d95007fb504472
80ab4/Investigating-Indonesian

Pritha, B. (12 de June de 2020). Obtenido de What Is Quantitative Research? | Definition, Uses &
Methods: [Link]

Leavy, P. (2022). Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and
Community-Based Participatory Research Approaches. Guilford Publications
Dewi, A., Gunawan, I., Kusumaningrum, D. E., Benty, D., Bambang, R., & Nurabadi, A. &. (12 de
November de 2020). Atlantis Press. Obtenido de Student Learning Motivation: A Conceptual
Paper: [Link]

Jack, B., Nicole, N., & Thomas, K. R. (2021). Journal of Chemical Education. Obtenido de Clarity on
Cronbach’s Alpha Use: [Link]

Alsaqr, A. (21 de April de 2021). AOSIS Publishing. Obtenido de Remarks on the use of Pearson’s and
Spearman’s correlation coefficients in assessing relationships in ophthalmic data:
[Link]

11
 Appendix

Consistency Matrix
Tittle: The Influence of motivation on English language learning
Problems Objectives Hypotheses Variables and Indicators

General Problem: General Objective: General Hypothesis: Variable 1: Motivation

How does motivation influence from Determine the relationship between Is there a relationship between Levels and
the 1st to 5th grade English the motivation and the English the motivation and the English Dimensions Indicators Items Scales
Ranks
Language Learning of the school Language Learning from the 1st to Language Learning from the -Acquire relevant
5th grade of the school Renoir in 1st to 5th grade of the school information.
Renoir, 2023?
Puente Piedra. Renoir in Puente Piedra, Extrinsic 1-5
2023? Ordinal High
Motivation -Gain motivation
from the 27-50
environment 1= Strongly
Specific Specific around them. disagree
Specific Problems: 2= Disagree Regular
Objectives: Hypothesis:
-Shows interest in 3= Neutral
Specific Problem 1: 11-26
Specific Objective Specific Intrinsic the teaching- 6-10 4=Agree
How motivation relates to from the 1: Hypothesis 1: learning process. 5= Strongly
Motivation Low
1st to 5th grade Goals Achievement Identify the relationship between the Is there a relationship agree
of the school Renoir, 2023? motivation and the Goals between the motivation and -Use different 0-10
Achievement the Goals Achievement from resources.
from the 1st to 5th grade of the the 1st to 5th grade of the
Specific Problem 2: school Renoir in Puente Piedra. school Renoir in Puente Variable 2: Language Learning
How motivation relates to from the Piedra, 2023? Levels
1st to 5th grade Text Production of Dimensions Indicators Ítems Scales and
Ranks
the school Renoir, 2023? Specific Objective 2: Specific Hypothesis 2:
Establish the relationship between Is there a relationship Goals -Apply what you Ordinal
the motivation and the Text between the motivation and achievement 1-4
learn during the High
Specific Problem 3: Production Text Production from the 1st 1= Strongly
teaching process.
How motivation relates to from the from the 1st to 5th grade of the to 5th grade of the school disagree 27-50
1st to 5th grade Understanding school Renoir, Puente Piedra. Renoir in Puente Piedra, Text production 2= Disagree
-Vocabulary 5-7
Language Skills of the school 2023? 3= Neutral Regular
-Use of
Renoir, 2023? Specific Objective 3: 4=Agree
grammar.

12
Indicate the relationship between Specific Hypothesis 3: -Use an 5= Strongly
the motivation and the Is there a relationship Understanding appropriate and agree 11-26
language skills
Understanding Language Skills between the motivation and understandable
8-10 Low
from the 1st to 5th grade of the Understanding Language register of the
school Renoir in Puente Piedra. Skills from the 1st to 5th language by
grade of the school Renoir in respecting 0-10
Puente Piedra, 2023? grammatical
rules.

13
 Type and Design Population and Sample Techniques and Instruments Statistics to Use
Investigation

Type: Population: Variable 1: Motivation Data analysis was carried out using
The research is basic and Descriptive and Inferential
- 108 students from 1st to 5th grade of the school Renoir in Technical Data Sheet Statistics, for which a database was
explanatory. Puente Piedra, 2023. created in the SPSS program,
Technique: Survey version 29 in Spanish.
Table 1. Student Population distribution For the reliability of the
Assessment Instrument: Motivation
instrument, Cronbach's Alpha
Sections Questionnaire
Secondary Population statistic was used with a result of
Unique 0.878 for the motivation variable and
Authors: Erika Fasabi Caymata 0.829 for Language Learning, both
1st grade 20 20 with high reliability.
Luis Pereda Roque
2nd grade 20 20 César Rivero Terrazas
Design: Descriptive Statistics:
3rd grade 20 20
We have worked with descriptive
It is no experimental with Year: 2023
4th grade 20 20 statistics formulas to summarize the
transversal study, Correlational
5th grade 28 28 information collected in numerical
and Quantitative design Monitoring: Reliability and Validity in values.
Total 108 Expert Judgment with the Cronbach’s Alpha
method. It is responsible for collecting,
Source: Own elaboration classifying, describing, simplifying
Application Area: Secondary students and presenting data through tables
and figures that appropriately
Method describe the behavior of the
Administration Form: Face to face and perceived information.
Probability sampling method. virtual individual.

Statistics Formula: (Sushi,2022): Inferential Statistics:

Variable 2: Language Learning It deals with the processes of
estimation, analysis and hypothesis
Technique: Survey testing, with the purpose of reaching

14
 conclusions that provide an adequate
Assessment Instrument: Language Learning scientific basis for decision making,
Level: Z2 . p .q .N Questionnaire. based on the sample information
n= collected.
E2 (N - 1) + Z2. p . q
And for these statistical analysis,
-Correlational Spearman's rho correlation
n = 105 coefficient was used. Frequency
2172 x 0.50 x 0.50 x 108 tables and bar diagrams were made
Z= 97% = 2.17 with their corresponding analyzes
0.032 (108 - 1) + 2172 x 0.50 x 0.50 and interpretations.
E = 3% = 0.03%
N= 105

Sampling
Simple random samples.
Fuente: Coronel-Carvajal (2023)

15
 Questionnaire about Variable x

Next, you will read some questions about Motivation

Read each of the questions carefully and mark the corresponding box that best suits you
represent your OPINION, according to the following scales of values:

1= Strongly disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly agree

Table 1. Questionnaire items related to motivation

N° Dimensions 1 2 3 4 5
Extrinsic Motivation
Being good in English helps me use
Q1 modern technology effectively.
Studying English is important
Q2 because I will need it for my career.
Studying English helps me improve
Q3 my social skills.
Studying English allows me to meet
Q4 and establish friendships with people
from different cultures.
Studying English is important
Q5 because other people will respect me
more if I know English.
Intrinsic Motivation
Being good in English will help me succeed in
Q6
other subjects I study.
I´d like to learn English because I want
Q7 to travel abroad.
I’d like to master English to help me
Q8
better off my education.
Learning from other cultures, makes me feel more
Q9
confident about my own nationality.
I’d like to master English because I
Q10 want to understand information in English

16
 Questionnaire about Variable Y

Next, you will read some questions about Language Learning

Read each of the questions carefully and mark the corresponding box that best suits you
represent your OPINION, according to the following scales of values:

1= Strongly disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly agree

Table 2. Questionnaire items related to language learning

N° Dimensions 1 2 3 4 5
Goals achievement.
Q1 I am sure that I will be successful in this English learning.
Q2 The things I have learned in this study will be useful for my future.
Q3 I get many activities and experiences in learning English.
Q4 I feel that this lesson gives me a lot of satisfaction.
Text production
I think the challenge level of this lesson is fine, neither too easy nor
Q5
too difficult.
The number of tasks I must complete is appropriate for this type of
Q6
lesson.
Q7 I enjoy doing my task in this lesson.
Understanding language skills
Q8 This learning is less challenging, so it is not interesting to me.
Q19 I had to work very hard to succeed in this lesson.
Q10 Will I succeed or not in the lesson? It depends on me.

17