Motivation and Motivational Intensity in English Language Learning of Thai Undergraduates in the English for International Communication Program

Abstract

This study aimed to compare motivation and motivational intensity levels in English language learning of Thai undergraduates majoring in English for International Communication (EIC). The target population was 40 fourth-year EIC students of the academic year 2018 at Rajamangala University of Technology Lanna, Chiang Mai, Thailand. The questionnaire used for collecting the data was adapted from Gardner (1985). It consisted of 30 items: 20 five-point rating scale items regarding instrumental and integrative motivations and ten three-subscale of motivational intensity. The data were analyzed in the forms of descriptive analysis for percentages, means, and standard deviations. The results revealed that both motivation types were at a high level, while instrumental motivations were slightly higher than those of integrative motivation (x̅=4.25 and x̅=4.01, respectively). The investigation also demonstrated that the students had a moderate level of motivational intensity. Based on the findings, implications for English language teaching strategies, teaching methods, and learning activities were discussed to enhance students’ motivation and motivational intensity and develop the EIC curriculum.

Keywords: motivation in English language learning, integrative motivation, instrumental motivation, motivational intensity