An Application of the English Language Learner Motivation Scale (ELLMS) Among Spanish Primary ELLs

Abstract

For a long period there has been the mistaken idea that a foreign language is a skill that children have little intrinsic desire to learn or master (Wu, 2003). Therefore, extrinsic incentives and controlling events are seen as the only effective ways to coerce children to learn sufficient of a foreign language to develop intrinsic motivation (Dickinson, 1995).

In this work there is an exploration of factors behind learners’ motivation of English as a second language in a primary school in Madrid. A questionnaire based on a scale developed by Ardasheva et al. (2012) to measure the Self-Determination Theory, was administered to more than 100 students. Principal Component Analysis of the answers allows to identify 4 main factors behind Spanish young learners of English as a second language: External regulation, Introjected regulation, Intrinsic motivation, motivation for interest and challenge. Regression analysis showed that external regulation was the key factor for students self-perceived grades performance, while Intrinsic motivation and motivation for interest and challenge where the relevant factors to explain students’ enjoyment of school.

Keywords: Intrinsic motivation, Extrinsic motivation; Self-determination theory, English language learners, English Language Learner Motivation Scale

JEL Classification: I21, I29