Krista Boddy

Hui Wang

Individual differences related to motivation, attitude and anxiety

Introduction
Individual difference questionnaires are a valuable tool in determining factors such as
motivation, attitude and anxiety of students. This project is designed to look into these variables
specific to adult second language learners of English. A large body of data has been collected
over past decades and have proven to be helpful in analyzing how variables, (e.g., motivation,
attitude and anxiety) affect second language acquisition.
Variable questionnaires are a common procedure in the elicitation of feedback from
students in any program. There is much evidence that such questionnaires have been successful
in understanding individual differences of ESL learners. Such methods are sometimes criticized
for eliciting inaccurate feedback, due to subjects not being completely truthful (either to save
face, or out of fear of repercussions from instructors). Overall, there is enough honest feedback
to make generalizations about the affective and emotional levels of students, which are
significant aspects in learning.
Questionnaires most often use the Likert (1932) scale, which categorizes responses across
a numbered continuum from strongly agree to strongly disagree (with 1 being the lowest
ranking). Gardner (2001) found that higher motivation is tied to integrativeness, or an attitude in
which the L2 shows general interest in learning the language for the purpose of being closer to
the community in which the language is spoken (Ortega, 2009, p. 170). Noels et al (1999) found
that language students who experienced instructors who were controlling were less
intrinsically motivated (p. 177). Noels (2001) also proved that students who found learning a

language as enjoyable or interesting were more successful in acquiring the language (p. 177). It
has been observed via the FLCAS (Horwitz et al, 1986) and IPOAS (MacIntyre & Gardner,
1994) questionnaires that L2s who reported high levels of anxiety correlated with lower course
grades. This evidence reflects Krashens Affective Filter Hypothesis in that high anxiety and low
self-esteem are hindrances to language acquisition (Brown, 2007, p. 295). All these studies
conclude that L2s experiencing high anxiety reflect low achievement, slow learning and
processing speeds, and avoid taking risks (e.g., speaking more in class) (Ortega, 2009, p. 201). A
study conducted by Onwuegbuzie et al (1999) revealed that anxiety levels were linked with
senses of low self-worth, which directly affect the learners poor performance and fears of failure
(p. 201).
Literature Review
Below we will briefly summarize two relevant studies related to the questionnaire study.
The first study analyzed was conducted by Levine (2003) in which he used an anonymous
internet-based questionnaire to elicit student and instructor attitudes about target language use
(TL), first language use (L1), and anxiety. His subjects were university foreign language students
and instructors. Main target languages were French, German and Spanish. The participants
included 600 foreign language students and 163 foreign language instructors. Levines goals
were to design a preliminary model of TL and L1 use to investigate the relationship between TL
use and learner anxiety of TL use. The studys first hypothesis was that TL usage would vary
based upon the communicative environments of groups of speakers. A second hypothesis was
that overall usage of TL would positively connect with student anxiety regarding TL.
The results from this study support Levines first hypothesis, but not the second one.
Around 60% of students reported that their instructors use the TL 80-100% of the time, while

only 44% of instructors claimed to use the TL with students 80-100% of the time. Overall, the
TL was more frequently used by instructors when speaking to students, less by students when
speaking with instructors, and still less when students spoke to their peers.
With regard to the second hypothesis, the data results displayed a negative relationship
between reported amounts of TL use and reported TL-use anxiety. This finding revealed that
students who reported higher levels of TL use in their courses tended to report lower levels of
anxiety about TL use. Correspondingly, instructors who reported higher levels of TL use in their
classes often perceived lower levels of TL anxiety in their students. The key significance of this
result shows that greater TL use may not equate to greater anxiety for FL learners.
A second relevant study was executed by Cheng (2004), which measured second
language writing anxiety. The studys first objective was to create and evaluate a self-report L2
writing anxiety measure that adapts to a three-dimensional conceptualization of anxiety. This
involved administering questionnaires to 65 EFL learners who provided individual self-reports
on their experiences regarding L2 writing anxiety. The scale used a Likert model with five
possible choices available. This data was used to develop a pool of scale items, which was then
pilot tested on 56 undergraduate students. Once the final version of the scale (Second Language
Writing Anxiety Inventory SLWAI) was constructed, 421 EFL students from seven different
universities in Taiwan took part in the formal study. In addition to the questionnaires, participants
were asked to write an English essay in a 40 minute period as a gauge to evaluate their English
writing performance.
The implications of this study are significant in the way the SLWAI can reflect three
major aspects of anxiety: cognitive, somatic/physiological, and behavioral avoidance. The use of
the SLWAI scale allows for greater consistency, reliability, and dependable test-retesting. The

SLWAIs multidimensional qualities allow for more effective research into the numerous
variables relating to L2 writing anxiety, including self-confidence and self-efficacy.
Rational
Consequently, it is of personal interest to us, as ESL instructors in Adult Basic Education
(ABE) program, that we learn from our students their motivations, attitudes and levels of anxiety
in learning English. Our specific interest is in understanding student motivations for learning and
how they use English in their everyday lives. It is also our desire to discover what type of
attitudes our students feel towards themselves and other classmates in learning English. Our third
area of focus in the questionnaire is to ascertain the levels of anxieties our students are dealing
with, so that we may better serve them in their acquisition of English. Our goal is to maintain a
safe, warm and accepting environment for learning, as the evidence mentions above how anxiety
significantly affects learner performance and self-worth.
The aim of this study is to compare how the three variables of motivation, attitude and
anxiety all relate to one-another in the learning of English by our current students. We hope to
analyze student responses specific to how motivation relates to anxiety, attitudes and selfconfidence in learning English. We also want to evaluate student motivation in relationship to
effort outside of class. Lastly, we would like to compare student anxiety with confidence levels.
We believe this data analysis will provide me with valuable insight which will allow us to more
effectively serve our ESL students in their acquisition of English.
Instrument development
We first researched other questionnaires related to motivation, attitude and anxiety. One,
which was designed by Kyriacou & Kobori (1998) dealt specifically with motivation. All items
answered this question, How important are each of these reasons for you wanting to learn

English? We reworded a few items and used them in the questionnaire. The most helpful
questionnaire we researched was a study by Kubanyiova (2006). We liked how Kubanyiova
(2006) organized the questionnaire in sections divided by motivation related to other classmates,
the individuals motivation, and attitudes about classroom methods and activities. This proved
helpful in our design of the questionnaire. We borrowed the idea from Kubanyiovas (2006)
study of using statements in our questionnaire rather than questions, because we believed it
would be easier for our students to understand statement forms better in English. Some of the
items we included in the questionnaire were ones specific to attitudes the student has about other
classmates, individuals self-confidence, and motivations in learning English. We used the Likert
scale, but designed it with only four choices with 1 for strongly disagree, 2 for disagree, 3 for
agree and 4 for strongly agree. We wanted to make the survey as simplistic as we could for
our students. We also purposely left out the non-helpful middle option of no opinion as it
provides an avoidance option. We utilized all this data to divide the questionnaire into five
sections. The first relates to intrinsic, integrative and instrumental motivation, the second
emphasizes effort and usage outside of the classroom, the third aims to elicit attitudes about the
learners self-confidence and anxiety, the fourth intends to gather opinions about the individual
in relationship to other learners in class, and the fifth is meant to obtain attitudes about the
materials and instruction methods. Each section contained five statements related to one of the
five themes listed above.
Demographic data
The eight subjects in this study are current students in an Adult Basic Education (ABE)
classes. They are in intermediate and advanced levels of ESL (levels 3-6), mostly all Spanish
speaking, with one exception (one Arabic speaker). Their ages range from 30 68 years old. The

subjects are all female with the exception of one male. Some have college educations in their
first language, and some did not complete secondary education in home countries. Length of
formal English study ranges from 3 months to 30 years.
Details of administration
The way in which we administrated the questionnaires was during two separate classes
(intermediate and advanced) on separate mornings. Shortly before break, 5-10 minutes were
provided for students to complete the questionnaires, in which most completed them in less than
5 minutes. There was one question from students regarding item #14 (Sometimes English is a
burden for me). Many students were not familiar with the word burden in English, so this was
explained as carrying a heavy load. Other than this, the survey was no problem for most of the
students, with the exception of two lower intermediate level students. It would have been better
for these two if the questionnaire was in their first languages (Spanish and Arabic). It took them
both the full 10 minutes to complete the questionnaire.
Discussion of findings
Our findings from the questionnaire show some interesting things. Most participants have
the following motivations in learning English: learning English would be useful in helping kids
with homework, they want to speak and understand others in their communities, and studying
English will help them in current jobs or future jobs. The two factors that are not high motivators
in studying English are: wanting respect from others for knowing English and learning English is
a hobby. Most participants use English outside of class, while five out of eight students read
English books outside of class.
The average mean for the 25 items on the questionnaire is 2.95. Unfortunately, most of
the items on the questionnaire had little or zero variance, so correlation was difficult. Two

variables, item #15 (This class is too difficult for me) compared to item #23 (I dont think the
materials we use in class are helpful for learning English) had the greatest standard deviation of .
684 (see SPSS printout below).
One possible reason for this large correlation is that two participants agreed with items
#15 and #23, while six others did not. We have a theory that at least one of the two participants
who agreed with these items either did not understand the questions or did not thoroughly read
them. This participant circled almost entirely 3/4s on the entire questionnaire, as if she hadnt
read through each individual question. We believe this threw off the data somewhat. Both
students who agreed with items #15 and #23 are less advanced in their English skills and most
likely reversed affirmative and negative statements, as there was a mixture of these in the
questionnaire. In hindsight, it would have been more effective to have the questionnaire in the
participants first language. This would have avoided a lot of confusion and misunderstandings
of the survey.
Next, we analyzed confidence levels in our students. Half the participants feel confident
in speaking English at restaurants, stores and shopping. Almost all eight participants enjoy
learning English, believe they can learn it, and think they put great effort into learning English.
Only one participant feels embarrassed when speaking English in class, while all eight students
feel comfortable asking questions and sharing opinions in class discussions.
All of the participants feel that other students are helpful in explaining things in class.
This reveals that we have very cooperative students. All the students believe the instructor often
corrects student pronunciation errors, while most understand the way we teach. All but one
student feels mistakes are okay in class. All eight participants feel the things learned in class are
useful, while six out of eight feel the materials are helpful for learning English.

The results of the study indicate that student motivations in learning English are mostly
based on helping their kids with homework, the desire for more fluent communication in their
communities, and to have better job possibilities. Most students feel confident and comfortable
speaking English in class, but half feel embarrassed speaking English at restaurants or shops.
Almost all eight participants have positive attitudes about learning English and feel confident
they can learn the language.
Reflection
We felt this project was very useful in determining variables of motivation, attitude,
anxiety, and confidence in my current ESL students. Having the experience of developing our
own questionnaire was valuable as we desire to know the opinions of our students regarding the
class in general, the teaching style, the materials used in class, and opinions regarding fellow
students. We also wanted to know the students motivations and efforts outside of class to gain a
broader perspective about their attitudes regarding learning English.
The results of the study indicate that student motivations in learning English are mostly
based on helping their kids with homework, the desire for more fluent communication in their
communities, and to have better job prospects. We are glad that most of the students feel
confident and comfortable speaking English in class, as this is an important feature second
language acquisition. We were somewhat disappointed, but not surprised that half of the students
feel embarrassed speaking English at restaurants or shops. This reveals that it is necessary to
address speaking and pronunciation more in the lesson plans. We were pleased to learn that
almost all eight participants have positive attitudes about learning English and feel confident in
learning the language. Our research shows a strong correlation between intrinsic and integrative
motivation in learning a language. The greater the desire the students have in learning English,

the more integrated they are in their English speaking communities. Overall, this project
highlighted the challenges of creating a viable questionnaire, and revealed how human errors and
misunderstandings can significantly skew the data. In the future, we hope to use questionnaires
translated into students first languages to prevent simple comprehension mistakes and allow for
more accuracy in the data.

References:
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Gardner, R.C. (2001). Integrative motivation and second language acquisition. In Z. Drnyei and
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Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign language classroom anxiety. Modern
Language Journal, 70, 125-132.
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