A Study of Instrumental and Integrative Motivations As Factors

A STUDY OF INSTRUMENTAL AND INTEGRATIVE MOTIVATIONS AS FACTORS
INFLUENCING UTAR THIRD-YEAR CHINESE UNDERGRADUATES IN LEARNING ESL
WONG YIN MUN
A RESEARCH PROJECT
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE BACHELOR OF ARTS (HONS) ENGLISH LANGUAGE
FACULTY OF ARTS AND SOCIAL SCIENCE
UNIVERSITI TUNKU ABDUL RAHMAN
MARCH 2011
ACKNOWLEDGEMENTS
It would not be possible for me to complete this thesis without the assistance of my
supervisor, Mr. Renu a/l Kailsan. Mr. Renu has given me fully support and guidance during the
entire development of this research project. Also, he has provided me numerous valuable
comments, ideas, information as well as suggestions whenever I have lost track of my research
project. I am deeply grateful to my supervisor for his endless patience in deepening my
understanding in this field of study.
In addition, I would like to express my appreciation to Universiti Tunku Abdul Rahman
(UTAR) as well, as it has provided me with sufficient facilities, such as computers and
references that are available in the library. Moreover, specially thanks to all the respondents and
lecturers who were willing to spend their precious time to complete the survey questionnaire and
interviews. Thank you so much for their participations and involvements.
Last but not least, I would like to thank my friends and family members for their warm
encouragements as well as their understanding. They have given me continuous supports and
wise counsel that I value and immeasurably. This thesis has been completed by having all of
your efforts and contributions.
WONG YIN MUN

APPROVAL FORM
This research paper attached hereto, entitled A Study of Instrumental and Integrative Motivation
as Factors Influencing UTAR Third Year Chinese Undergraduates in Learning a Second
Language, prepared and submitted by Wong Yin Mun in partial fulfillment of the requirements
for the Bachelor of Arts and Social Science (HONS) English Language is hereby accepted.
______________________ Date:__________________
Mr. Renu a/l Kailsan
Supervisor
A Study of Instrumental and Integrative i
ABSTRACT
It is undoubtedly that motivation appears as one of the most vital elements in the education field,
especially in the matter of second language learning. The issue regarding which motivation
(either instrumental or integrative) has greater influence among university students has been
debated since centuries ago; also, numerous researches concerning this topic have been
conducted all over the globe over the past decades as well. In this study, the researcher tends to
find out the type of motivation which plays a more important role among Chinese university
undergraduates in their second language learning process. The basis of the analysis is survey data
and interviews responses collected from 50 university undergraduates as well as 2 lecturers. In
this research, the introduction and background of the study are first discussed; subsequently, the
methodology, findings as well as the analysis or discussions of results are presented in the final
part of this research paper. The main findings of this study is that instrumental motivation
appears to be more important among these students in learning a second language, compared to
integrative motivation.
A Study of Instrumental and Integrative ii
DECLARATION
I declare that the material contained in this paper is the end result of my own work and that due
acknowledgement has been given in the bibliography and references to ALL sources before they
printed, electronic or personal.
Name : WONG YIN MUN
Student ID: 08AJB04353
Signed :
Date : 11th March 2011

A Study of Instrumental and Integrative iii
TABLE OF CONTENTS
Page
ABSTRACT………………………………………………………………………………… i
DECLARATION…………………………………………………………………………… ii
TABLE OF CONTENTS…………………………………………………………………… iii
LIST OF TABLES…………………………………………………………………………. vi
LIST OF ABBREVIATIONS……………………………………………………………… vii
CHAPTERS
I INTRODUCTION…………………………………………………………. 1
Introduction………………………………………………………………... 1
Statement of the Problem…………………………………………………… 2
Purpose………………………………………………………………........... 3
Significance of the Study…………………………………………………… 3
Research Questions…………………………………………………………. 4
Conceptual Framework of Motivation……………………………………… 5
Conceptual Framework of the Research……………………………………. 7

A Study of Instrumental and Integrative iv
Definitions of Key Terms…………………………………………………. 8
Limitation…………………………………………………………………… 9
Conclusion…………………………………………………………………… 9
II LITERATURE REVIEW…………………………………………………… 10
III METHODOLOGY…………………………………………………………. 19
Purpose and Research Questions……………………………………………. 19
Population and Sampling………………………………………………….... 20
Instrumentation……………………………………………………………… 20
Procedure and Time Frame………………………………………………….. 22
Analysis Plan………………………………………………………….......... 23
Ratings of Instrumental Motivation……………………………….. 23
Ratings of Integrative Motivation…………………………………..24
Interview Analysis………………………………………………….. 24
Assumptions and Hypothesis………………………………………………. 25
Scope………………………………………………………………………... 25
IV FINDINGS…………………………………………………………………… 26
Respondents’ Details or Background Information…………………………. 26

A Study of Instrumental and Integrative v
Respondents’ Motivation in Learning a Second Language………………... 29
Responses from the Lecturers through Interviews………………………….. 33
V CONCLUSIONS AND RECOMMENDATIONS………………………….. 38
Summary and Discussion of Findings………………………………………. 38
Limitations………………………………………………………………...... 41
Recommendations4………………………………………………………….. 42
Conclusion…………………………………………………………………… 43
BIBLIOGRAPHY…………………………………………………………………………….. 45
Appendix A Questionnaire………………………………………………………………… 51
Appendix B Interview Questions………………………………………………………… 55
Appendix C Interview with Mr. Paul Gnanaselvam’s Transcriptions.................................. 56
Appendix D Interview with Mr. Yeap Kim Ho’s Transcription………………………….. 60
Appendix E Table of Each Respondent’s Scores in Instrumental Motivation and
Integrative Motivation……………………………………………………….. 62
A Study of Instrumental and Integrative vi
LIST OF TABLES
Tables Page
1 The Relationship between the Age and the Number of Respondents………………. 27
2 The Relationship between the Gender and the Number of Respondents…………… 27
3 The Relationship between the Gender of Respondents and the Courses Taken……. 28
4 The Relationship between the Gender of Respondents and the Year/Semester
Studied………………………………………………………………………………. 29
5 The Relationship between the Number of Respondents and the Type of Motivation
based on their Courses Taken…………………………………………………………. 30
6 The Relationship between the Number of Respondents and the Type of Motivation… 32
7 Each Respondent’s Scores in Instrumental Motivation and Integrative
Motivation…………………………………………………………………………… 62
A Study of Instrumental and Integrative vii
LIST OF ABBREVIATIONS
UTAR Universiti Tunku Abdul Rahman
FAS Faculty of Arts and Social Science
FEGT Faculty of Engineering and Green Technology
AMTB Attitude/Motivation Test Battery
L1 First language
L2 Second language
ESL English as second language

A Study of Instrumental and Integrative 1
CHAPTER 1: INTRODUCTION
Introduction
The major idea of this entire research is to investigate and analyze which motivation
plays a more important role in the second language learning process; particularly among
Universiti Tunku Abdul Rahman (UTAR) Chinese students. Indeed, a learner is affected by
many factors in the second language acquisition process. For instance, the level of cognitive
development, socio-economic and cultural background, the ability to acquire a language, age and
motivation of the learner’s can be expressed as the factors affecting second language acquisition
(Gömleksiz, 2001).
However, studies have shown that motivation, in fact is one of the most crucial as well as
determining variable to be considered in second language acquisition among university students.
Principally, there are four distinct types of motivation concerned with second language learning
– intrinsic motivation, extrinsic motivation, instrumental motivation and integrative motivation.
Focusing on instrumental and integrative motivations, Redfield, Figoni and Levin (2009)
claimed that the terms “instrumental” and “integrative” motivation were originally developed by
Gardner and Lambert in the year 1959 to describe different motivational orientations.
According to Norris-Holt (2001), with instrumental motivation, the purpose of language
acquisition is more utilitarian, such as meeting the requirements for school or university
graduation, applying for a job, requesting higher pay based on language ability, reading technical
material, translation work or achieving higher social status. On the other hand, integrative
motivation describes learners who wish to integrate themselves into the culture of the second
language group and become involve in social interchange in the target group.
Statement of the Problem
Motivation appears in different fields all over the globe since centuries ago. It can be seen
in people from all walks of life or individuals from distinct social prominences. For example,
employee motivation occurs in any organization or company; money and promotion also
function as motivator in the business field. Furthermore, in learning as well as to be skilful in a
particular expertise, learners or trainees need the motivation to learn too; otherwise the learning
process will not be successful.
As a matter of fact, in the education field, motivation has been extensively accepted by
teachers, lecturers, researchers and other professions as one of the key aspects influencing the
success of second language (L2) learning. Undoubtedly, both instrumental and integrative
motivations are rudiments of success in second language learning. Over the past century,
countless studies and experiments regarding the relationship between the success of second
language learning and the motivation of learner have been carried out worldwide by different
researchers.
However, no research to date has looked into the relationship among Malaysian
university students, especially UTAR Chinese undergraduates. Focusing on UTAR, Faculty of
Arts and Social Science (FAS) third year Chinese undergraduates, this research examines the
influence of both instrumental as well as integrative motivation among these students in their
second language learning process.
Seeing as both motivations are fundamental in second language learning, this study is
carried out, to identify which motivation has greater influence, more vital, and exists as a
predominant phenomenon among these students.
Purpose
The purpose of this research is to identify as well as to analyze whether instrumental
motivation or integrative motivation plays a more important role among UTAR FAS third year
Chinese students in learning a second language (second language refers to English language in
this entire research). Eventually, the results and findings will enable the professions such as
lecturers and tutors to comprehend or even refine students’ understanding of the reasons why
university undergraduates learn a second language. In addition, this research also provides a new
interpretation of learners’ motivation to readers, such as learners and teachers.
Significance of the Study
This study is important for university students since the findings of the research will
provide a better prospect for the undergraduates in their ways of learning the target language.
Besides that, it also helps the students to modify their attitude towards the second language
acquisition process and learn to cooperate well with their peers of a different learning motivation
force.
At the same time, this study is significant for lecturers too, so that they will be aware of
the underlying motivation of second language learners. Also, they will be able to adapt their
teaching styles in accordance to the students’ motivation; in order to create a better environment
of language acquisition for the students, so that undergraduates can learn more effectively when
the instructional delivery matches their attitudes towards the target language.
Motivation is at the heart of language learning and language teaching professionals need
to keep that in mind when designing courses or any activity to promote languages (“Language”,
2009).
Research Questions
The research questions for this study will be:
1. Which kind of motivation (whether integrative motivation or instrumental motivation)
has greater influence among UTAR FAS Chinese students in their second language
learning process?
2. Is there a significant relationship between the success of second language learning and
the kind of motivation of UTAR FAS Chinese students in learning the second language?
Conceptual Framework of Motivation
Figure I shows the idea of motivation in learning a second language or target language.
Basically, second language learners are being motivated by four distinct types of motivations,
namely, intrinsic motivation, extrinsic motivation, instrumental motivation and integrative
motivation. Learners with intrinsic motivation learn a language without any external inducement
(reward); however, learners with extrinsic motivation learn a language as they believe that
involvement will result in pleasurable outcomes, such as reward. On the other hand, second
language learners with instrumental motivation learn a language with a more utilitarian purpose,
such as applying for a well-paid job or achieving higher social status. In contrast to instrumental
motivation is integrative motivation, which describes learners who learn a second language due
to the positive manners towards the target language group and they wish to integrate into the
target language community.

Motivation in learning a
target language
Intrinsic Extrinsic Instrumental Integrative

Motivation Motivation Motivation Motivation
Individual Individual Individual learns Individual learns

learns a learns a a language with a language due
language language as a more to the positive
without any they believe utilitarian manners towards
external that purpose, such as the target
inducement involvement applying for a language group
(reward). will result in well-paid job or and they wish to
pleasurable achieving higher integrate into the
outcomes, such social status. target language
as reward. community.
Figure I. Conceptual Framework of Motivation

Conceptual Framework of the Research
Figure II shows the entire concept of this research which focuses on instrumental
motivation as well as integrative motivation. Throughout the study, survey for students and
interviewing lecturers about motivations will be conducted. Ultimately, results or responses of all
surveys and interviews will be compared and also analyzed by the researcher to find out which
motivation plays a more important role or has greater influence in the second language learning
process among university undergraduates.
Motivation
Instrumental Which one is Integrative

Motivation more important? Motivation
Survey for Interview Survey for Interview

students lecturers students lecturers
Result Result Result Result
Compare results
Findings: Answer all the

research questions
Figure II. Conceptual Framework of the Research

Definitions of Key Terms
i. Motivation:
According to Moiinvaziri (2010), “Gardner (1985), defines L2 motivation as the extent to
which an individual works or strives to learn the language because of a desire to do so
and the satisfaction experienced in this activity” (p: 10).
ii. First language:
First language refers to the native language or mother tongue that an individual learns;
also, it is known as the primary language or L1.
iii. Second language:
Second language (L2) or target language refers to any language learned after the native
language or first language (L1). In this research, second language or target language
refers to English Language.
iv. Dialect:
According to Dictionary.com, dialect refers to a variety of a language that is
distinguished from other varieties of the same language by features of phonology,
grammar, and vocabulary, and by its use by a group of speakers who are set off from
others geographically or socially.

v. Second language acquisition:
The process of learning another language after the native language or the first language
has been learned. By this term, it means both the acquisition of a second language in a
classroom situation, as well as in more “natural” exposure situations (Gass & Selinker,
2008, p.7).
Limitation
A total number of 50 third year Chinese undergraduates from UTAR FAS were chosen
randomly as the sample of this study; also, 2 university lecturers were chosen to be interviewed
regarding the issue of motivations. However, this sample size is only a small fraction of the
entire population (all UTAR third year Chinese undergraduates who learn English language as a
second language). It is not enough to be taken as completely accurate or representative of the
entire population.
Conclusion
Motivation is one of the most fundamental factors in the second language learning
process, particularly among university students. Using UTAR FAS third year Chinese
undergraduates and UTAR lecturers as the sample group, this research investigates and analyzes
whether instrumental motivation or integrative motivation is more vital in learning a second
language. In the end, this study will provide a new understanding of learners’ motivation to
readers, such as researchers, learners, lecturers, tutors and other professions.

CHAPTER 2: REVIEW OF LITERATURE
In this epoch of globalization, learning English language as a second language has found
a greater significance compared to the previous years, especially among university
undergraduates. In the past decade, a great amount of researches regarding the issue of reasons
and factors influencing the process of second language learning have been carried out all over
the world by different researchers. These studies have shown that motivation of the learner, in
fact, is one of the most essential factors besides age, socio-cultural background, cognitive
development, attitude as well as aptitude. It is undoubtedly that the university population is made
up of different groups of people as there are differences in gender, courses taken, and subjects
studied. These affiliations will definitely influence the students’ perception in learning a second
language, as all students do not think in a similar way. For instance, English literature students
are simply not similar to economics majors, at least when it comes to motivation for learning
English (Redfield, Figoni & Levin, 2009).
The influence of motivational variables in second language learning was first examined
by 2 socio-psychological theorists, Robert Gardner and Wallace Lambert. According to
Liuolienė and Metiūnienė (2006), the Gardnerian theory of second language learning motivation
is based on the definition of motivation as “the extent to which the individual works or strives to
learn the language because of a desire to do so and the satisfaction experienced in this activity”
(Gardner 1985). Later on, Gardner proposed a socio-educational model which attempted to
interrelate four aspects of second language acquisition: the social and cultural milieu, individual
learner differences, the setting or context in which learning takes place and linguistic outcomes
(Gardner, 1982); also, according to Kam (2002), the Gardner’s (1979) socio-educational model
of second-language acquisition focused on four individual variables: intelligence, language
aptitude, motivation, and situation anxiety. Besides that, this model identified linguistic and non-
linguistic outcomes of the learning experience (Norris-Holt, 2001); where linguistic outcome
refers to real language understanding and language proficiency and non-linguistic outcome refers
to the individual’s thoughts regarding the belief and cultural values of the target language. In a
research conducted by Stout (2008), it was claimed that according to Irie (2003, p.94), there was
support for Gardner’s socio-educational model and its applicability in Japan.
Motivation in learning a second language is divided into four components: intrinsic,
extrinsic, instrumental and integrative motivation. According to Carreira (2005), Schmidt et al.
stated that intrinsic-extrinsic distinction is similar to integrative-instrumental distinction, but not
identical. Jeffress (2003, p.1) claimed that an intrinsically motivated learner is not influenced by
external rewards or punishments for their exertion; also, individuals with intrinsic motivation
choose to perform tasks due to the inherent pleasure or sense of accomplishment that comes from
a job well done (Bucceri, 2010). Unlike intrinsically motivated learner, a person who is
extrinsically motivated might learn the target language even though he or she has no interest in it,
solely for the purpose of receiving the anticipated reward or avoiding punishment. Besides,
Scolaro (2010) stated that extrinsic motivation also drives a learner to learn a second language
for tangible rewards or pressures, rather than for the fun of it.
On the other hand, Culhane (2004) claimed that instrumental motivation concerns an
individual’s primary concern for language development, apart from social goals in second
language acquisition (Gardner, 1972, 1979, 1983, 1988; Gardner & Lambert, 1959), while
integrative motivation refers to an individual’s willingness and interest in promoting second
language acquisition through social interactions with members of the target language group
(Gardner & Lambert, 1959; Gardner, 1972, 1979, 1983, 1988). In other words, a second
language learner would be identified as an instrumentally motivated learner if he or she is seen to
learn the target language to pass an examination or to apply for a better line of work. On the
contrary, Al-Ansari (1993) acknowledged that one would be classified as an integrative
motivated second language learner if he or she is found to possess sympathetic attitudes toward
the culture of the target language and its speakers; also, an integrative performer probably sees
great value in being able to speak foreign languages and experience an appreciation of different
cultures.
The matter regarding whether instrumental motivation or integrative motivation plays a
more vital role in second language learning process has been debated for ages. As mentioned by
Cook (2001) and Gass and Selinker (2001), for a long time, integrative motivation was regarded
as superior to instrumental motivation for predicting the success of second language learning,
because if students respect the target culture, they may read literature or practice the language
and thereby be able to improve their language skills (Vaezi, 2008). According to Liu (2007), to
measure second language learners’ motivation, Gardner (1985) had developed the
Attitude/Motivation Test Battery (AMTB), a multi-component motivation test made up of

around 130 items concerned with variables as attitudes towards French Canadians, European
French people and learning French, interest in foreign languages, orientation to learn French,
French class anxiety, parental encouragement, motivation intensity, desire to learn French, and
motivation index; and found out that integrative motivation is more vital than instrumental
motivation in second language learning. Moreover, Norris-Holt (2001) alleged that while both
integrative and instrumental motivations are essential elements of success, it is integrative
motivation which has been found to sustain long-term success when learning a second language
(Taylor, Meynard & Rheault 1977; Ellis 1997; Crookes et al 1991).
In addition, according to Ellis (1997), in some of the early research conducted by Gardner
and Lambert, integrative motivation was viewed as being of more importance in a formal
learning environment than instrumental motivation. It was hypothesized by Gardner that an
integratively motivated learner would tend to have more positive attitudes towards the target
language; also this learner would be more likely to expend more effort in learning the language.
Moreover, Dörnyei (2005) pointed out that instrumental motivation alone will not be enough to
progress a more advanced levels, where integrative motivation appears to be a more important
factors.
However, there are some researchers who have refuted this theory. Liuolienė and
Metiūnienė (2006) stated that researchers Crookes and Schmidt (Crookes, Schmidt 1991) were
some of the first to question Gardner’s approach stating that the empirical evidence is not clear
enough to support the notion that integrative motivation is a cause and second language
achievement is the effect. Over the past decade, different studies conducted around the world
have revealed that instrumental motivation and integrative motivation plays a supportive role
respectively in different situation, towards distinct respondents. Furthermore, several researches
have been conducted by Lukmani (1972), and she concluded that among Indian women learning
English in Bombay, instrumental motivation was a stronger driving force to master the language
than integrative motivation (Lagos & Almuna 2010). Also, according to Wang (2009), the
relative importance of instrumental or integrative motivation depends to a large extent on the
context in which a new language is learned.
For instance, a research examining Japanese technology majors’ motivational orientation
was carried out by a few professors – Michael Rube Redfield, Bill Figoni and David Levin, in
the year 2009 to investigate whether these majors are more integrative or instrumentally oriented.
This research was carried out at three universities in Japan – Toyohashi University of
Technology, Kansai University’s Faculty of Engineering as well as Osaka Institute of
Technology and 466 technology majors were chosen as the sample of this study. According to
Redfield, Figoni and Levin (2009), the research is based on a survey developed by Hernandez
(2006) who was interested in determining integrative and instrumental motivation of U.S. college
Spanish language majors.
This research indicated clearly that the technology students who studied English as their
second language have far stronger instrumental motivation than integrative motivation. The
researchers also stated that these technology students feel the need for learning English, mainly
for academic and professional reasons but not predominantly for social reasons. This is because
in English-speaking countries, frequent interaction with native speakers and a desire to integrate
with the local community creates a need for language competence, but such stimulus does not
exist in Japan (Kelly, 2004).
In addition, another research in relation to integrative and instrumental as factors
influencing attained levels of proficiency in English was conducted in Bahrain, Middle East. In
this study, a total number of 155 first-year university undergraduates were chosen as the sample.
Unlike other areas in the Gulf, it is estimated that the English-speaking expatriate community on
the island constitute 25 per cent of the total population of Bahrain (Al-Ansari, 1993).
Consequently, a large percentage of the Bahrainis contact and communicate frequently with the
English-speaking community using English language, usually in the working place; also, the
English language is used as a standard language in tertiary institutions. Besides that, this
language is considered as an obligation for seeking careers in the private sectors as well. As a
result of this situation, researchers, Saif H. Al-Ansari presumed hypothetically that these
university undergraduates were integrative motivated learners as they need English language for
daily communication purpose in this particular environment before the study was carried out.
Nevertheless, the findings and outcomes of the research have shown contradiction to the
earlier assumptions, as instrumental motivation to learn the target language exerted an important
influence on the level of achievement in proficiency of English language. Although, it was
indicated in the introductory remark, Bahrain approximates in many respects to an ESL
environment, integration and acculturation are not significant factors influencing the level of
attainment among university students in Bahrain (Al-Ansari, 1993).

On the other hand, many researches have been conducted in China, Hong Kong as well as
Taiwan on Chinese who learn English language as their second language. For example, a study
was carried out on Chinese university undergraduates’ motivation to learn English language at
the tertiary level by a lecturer of English at the Department of Foreign Languages, Tsinghua
University, China - Dr. Meihua Liu. In the research, Liu(2007) mentioned that due to the lack of
pressure to learn English language in the university, especially after the undergraduates have
passed the College English Test (CET) band 4, most students do not put in the effort to learn the
language. Eventually, the result showed that more than half of the undergraduates were
moderately or strongly motivated to learn English language because of certain instrumental
reasons; also, the students were attested to be more instrumentally than integratively motivated to
learn English. Moreover, this study also investigates the relationship between the types of
students’ English-learning motivation and their achievements or proficiency in the language.
Consequently, it is shown that the higher instrumental orientation, the more proficient in English
the student was. However, it might be bi-dimensional: the more proficient the student’s English
was, the more positive attitudes s/he had towards English learning and the more motivated s/he
was to learn the language, and vice versa (Liu, 2007).
Also, another research about Malaysian students’ attitudes toward Arabic and the impact
it has on their first language and cultural identity was carried out by Obeidat in 2005. A total
number of 105 Malaysian students studying at Al-Albeit University and Yarmouk University
were chosen as the sample of this research. The data revealed that these undergraduates have
claimed that they added something new to their experience by studying; also, they enjoyed
mixing with the Jordanian population. This may explain their integrative motivation in learning
Arabic; and according to Obeidat (2005), the integrative motivation of these subjects to learn
Arabic could be attributed to the deep connection between the Malay and Arabic cultures, which
may have resulted from the shared belief in Islam.
Unlike other countries, Malaysia, a multilingual country, is blessed with a wide variety of
races, cultures, as well as languages and these apparently provide a good milieu to conduct
researches regarding second language learning. English, being the official second language in
Malaysia, is broadly used for official purposes and also in the informal context such as daily
conversation between friends. Therefore, according to Mun (2004), in the Malaysian context, the
potential for learners to be “integrated” into the language is considerably high regardless of their
proficiency in the language as long as they have the integrative motivation to learn it.
Besides, a research was conducted by Teoh (2005) regarding the relationship between
integrative motivation and Malay language achievement amongst students in Chinese private
schools in Malaysia. It is an acknowledged fact that the Malay language is the official language
of Malaysia and it is used as the medium of instruction in all government schools and institutes.
However, for most of the private schools and institutes, English language or Chinese language is
regularly used as the medium of instruction as well as the language of communication among
educators and also among students while Malay language is rarely used. Eventually, this
phenomenon has caused the Malay language to become the second language of this group of
people. At the end of the research, the researcher indicated that only integrative motivation
shows a significant correlation with Malay language achievement. In other words, this study
revealed that students in the Chinese private schools tend to be more integratively motivated
compared to instrumental motivation.
It is very common to see people speaking more than one language in the present day and
in fact, there are more bilinguals than monolinguals all over the world. Individuals learn a second
language due to different reasons based on distinct situations or contexts; for instance,
environment and career requirement. Reimann (2001) mentioned that, all humans, regardless of
their status or ethnicity, will have their own agendas and reasons for learning a second language
and will consequently approach the task differently. Nevertheless, each motivation is vital and in
order to achieve a better proficiency in the target language, both instrumental and integrative
motivations are needed. Although the majority group of the students in present studies shows
that instrumental orientation is the major driving force for learning English as a second language
at the undergraduate level, the presence of integrativeness also needs to be noted (Rahman, 2005).
CHAPTER 3: METHODOLOGY
Purpose and Research Questions
Chinese students in learning a second language; which refers to English language for the entire
study. Eventually, the results of this research will enable the professions such as lecturers as well
as tutors to comprehend or even refine students’ understanding of the reasons why university
undergraduates learn a second language. In addition, this research also provides a new
interpretation and elucidation of learners’ motivation to readers, such as learners and teachers.
A research question is very important in a study, as it is one of the first methodological
steps the researcher has to take when undertaking a research. For this study, the following
research questions are formulated:
1. Which kind of motivation (whether instrumental motivation or integrative motivation)
has greater influence among UTAR FAS Chinese students in their second language
learning process?
2. Is there a significant relationship between the success of second language learning and
the kind of motivation of UTAR FAS Chinese students in learning the second language?
Population and Sampling
The population for this study is all UTAR third year Chinese undergraduates who learn
English language as a second language; however, only a total number of 50 students from the
FAS, Perak campus are chosen as the sample for the research by using the simple random
sampling method. This sample group is made up of students from the FAS (English Language,
Chinese Studies, Public Relation, Advertising as well as Journalism – 10 students from each
course respectively) who took English language as their second language. Besides that, 2 UTAR
lecturers (Mr. Paul Gnanaselvam and Mr. Yeap Kim Ho) from the Faculty of Arts and Social
Science (FAS) and the Faculty of Engineering and Green Technology (FEGT) were also chosen
respectively as the interviewees for the interviews regarding the topic mentioned above.
Instrumentation
Two research tools are used for this study namely, survey questionnaire and interviews.
According to Al-Tamimi and Shuib (2009), this type of design that uses different research
methods to investigate the same issue is called triangulation mixed method design (Creswell,
2002). The questionnaire used for this research consists of 2 parts. Part A is about the personal
details as well as background information of respondent, for example the course taken by the
respondent and what is the respondent’s mother tongue. Besides, part B contains 20 survey
questions based on a five-point Likert scale ranging from “strongly disagree” (1) to “strongly
agree” (5). Also, all survey questions in part B are designed to examine whether instrumental
motivation or integrative motivation has greater influence among UTAR FAS Chinese students
in their second language learning process. Indeed, 10 questions from the entire questionnaire
(items 1, 5, 6, 8, 9, 11, 13, 14, 17 and 19) are meant to scrutinize the level of instrumental
motivation among the sample group; on the contrary, the other 10 questions (items 2, 3, 4, 7, 10,
12, 15, 16, 18 and 20) are designed to find out the level of integrative motivation among these
undergraduates. These questions will be able to reflect students learning English language with
the intention of integrating into the target language community. The questionnaire designed and
used in this entire study is indeed, a combination of essentials and essences from a number of
survey questionnaires created by other reputed researchers for their studies respectively. Since
these chosen questionnaires from other researchers are being proposed and published, the
validity and reliability of the survey questions are high. Furthermore, some of these
questionnaires were developed by well-known as well as veteran researchers on the field of
second language acquisition; for instance, Hernandez (2006). (See Appendix A for actual survey
questionnaire)
Apart from the questionnaire, interviews were also conducted to obtain data so as to
increase and cross-validate the students’ responses to the questionnaire. During the interviews, 2
lecturers from different faculties will be asked 5 questions respectively concerning the students’
motivation in learning English language. (See Appendix B for actual interview questions)
The following are the 5 interview questions:
(1) Do you think that motivation is a crucial factor in learning a second language? Why?
(2) In your opinion, which motivation (whether instrumental or integrative motivation) plays
a more important role in a second language process? Why? [focusing on people from all
walks of life]
(3) In your opinion which motivation (whether instrumental or integrative motivation) plays
a more important role in a second language process? Why? [focusing on UTAR, FAS
students which consist of Journalism, English Language, Chinese Studies, Public
Relation and Advertising students.]
(4) In your opinion, which type of learner will have better proficiency in the target language?
(Instrumentally motivated learner? Or Integratively motivated learner?)
(5) Do you think that it is important for a lecturer to know as well as understand which
motivation the learners’ orientation in learning a second language?
Procedure and Time Frame
The entire research will take approximately 1 month and it will be carried out in UTAR,
Perak campus from October 2010 to November 2010. 50 FAS third year Chinese students from
this campus will be requested to complete the questionnaire distributed to them. Each
questionnaire will be collected by the researcher right after the respondent has finished
answering and checking his or her responses for incompleteness or missing answer. At the same
time, 2 interviews will also be conducted by the researcher with 2 lecturers of different faculties.
Before conducting the interviews, the interviewees will be briefed on the aims and procedures of
the interview sessions. Each lecturer is required to answer the interview questions, as well as
elaborate his or her answers and point of views clearly throughout the interview; also, the
interview will be recorded and transcribed (See Appendix C and Appendix D for interview
transcriptions). To record the interviewees’ responses, a voice recorder and a notebook will be
used. In the end, analysis as well as conclusion will be drawn by the researcher after all data and
information are collected.
Analysis Plan
The instrument used (survey questionnaire) to examine the first research question, that is,
which kind of motivation (whether integrative motivation or instrumental motivation) has greater
influence among UTAR FAS Chinese students in their second language learning, consists of the
following 2 variables:
Ratings of Instrumental Motivation
There are 10 items (items 1, 5, 6, 8, 9, 11, 13, 14, 17 and 19) from this category and each
participant is required to rate on a 5-point scale to the level for each instrumental or utilitarian
reasons to learn English language. The higher the undergraduate scores in this category, the more
he or she is identified as an instrumentally motivated learner.

Ratings of Integrative Motivation
There are 10 items (items 2, 3, 4, 7, 10, 12, 15, 16, 18 and 20) from this category and
each participant is required to rate on a 5-point scale to the extent for each integrative reasons to
learn English language. If the student is integratively motivated in learning the second language,
he or she would be assumed to place more emphasis on the integrative value of learning the
language (Al-Ansari, 1993). Ultimately, the higher the student scores in this category, the more
he or she is identified as an integratively motivated learner.
Interview Analysis
On the other hand, the answers as well as opinions given by the lecturers (Mr. Yeap Kim
Ho and Mr. Paul Gnanaselvam) throughout the interview will also protract as well as strengthen
the point of views and responses given by the students through the questionnaire. Moreover, the
answers and explanations from these lecturers will help the researcher to examine the second
research question too, which is: Is there a significant relationship between the success of second
language learning and the kind of motivation of UTAR FAS Chinese students in learning the
second language?
Assumptions and Hypothesis
A few assumptions were made by the researcher of this study before analyzing the data
collected. As it was mentioned earlier in Chapter 2, most of the researches carried out all over
the world have shown that instrumental motivation has greater influence among university
undergraduates in learning a second language. Therefore, the assumptions formulated by the
researcher are:
(1) Instrumental motivation has greater influence among UTAR FAS Chinese students in their
second language learning process compared to integrative motivation.
(2) There is a significant relationship between the success of second language learning and the
motivation of UTAR FAS Chinese students in learning the second language (English
language).
Scope
In this study, the researcher has gathered data about second language learners’ motivation,
especially among Chinese university students. The entire study started in October 2010 and it
will take approximately a month to cease; which means up to November 2010. A total number of
50 FAS Chinese students from UTAR, Perak campus will be the respondents of this research;
also, 2 lecturers from the same university will also be interviewed to triangulate the outcome of
the research. This research has eventually covered or involved lecturers and UTAR Chinese
undergraduates who took English language as their second language.

CHAPTER 4: FINDINGS
This section is divided into 3 main sub-sections and each sub-section presents the
findings of questionnaire and interviews related to the students’ motivation in learning the
second language (English language). The first 2 sub-sections, 4.1 and 4.2 provide respondents’
details or background information as well as respondents’ motivation in learning a second
language respectively; the data of these two sub-sections was obtained from the survey
questionnaire. On the other hand, information from interviews will be used for the last sub-
section: 4.3 Responses from the lecturers through interviews.
Respondents’ Details or Background Information
The following tables show the details or background information of the respondents, such
as age, gender, courses taken and year/semester studied respectively. Basically, there are 4 tables
in this sub-section.
Table 1
The Relationship between the Age and the Number of Respondents
AGE NUMBER PERCENTAGE (%)

20 1 2
21 16 32
22 29 58
23 4 8
50 100
Table 1 shows the distribution between the age and the number of respondents in this
entire research. A total number of 50 undergraduates were chosen as the sample for this study;
however, more than half of the subjects (29 respondents or 58%) were 22 years old. In addition,
32% of the respondents were at the age of 21; also, there were 8% and 2% of the respondents fall
into the 23 years old and 20 years old category respectively.
Table 2
The Relationship between the Gender and the Number of Respondents
GENDER NUMBER PERCENTAGE (%)

MALE 10 20
FEMALE 40 80
50 100
Table 2 shows the relationship between the gender and the number of respondents in this
study. Out of 50 undergraduates (100%), 10 of them were males while the other 40 respondents
were females. In other words, majority of the students were females (80%) and the male students
only accounted for 20% of the entire sample group.
Table 3
The Relationship between the Gender of Respondents and the Courses Taken
COURSE MALE (%) FEMALE (%) TOTAL (%)

ENGLISH 0 0 10 20 10 20
LANGUAGE
PUBLIC 0 0 10 20 10 20
RELATIONS
CHINESE 3 6 7 14 10 20
STUDIES
ADVERTISING 7 14 3 6 10 20
JOURNALISM 0 0 10 20 10 20
10 20 40 80 50 100
Table 3 shows the relationship between the gender of respondents and the courses taken
by the respondents. Basically, the sample group was made up of 50 undergraduates from English
Language, Public Relations, Chinese Studies, Advertising as well as Journalism; and only 10
students (20%) from each course were chosen randomly. According to the data collected, for the
English Language, Public Relations and Journalism, only female respondents were involved in
this study; and this had accounted for 60% of the entire sample group. Furthermore, there were 3
males (6%) and 7 females (14%) from the Chinese Studies; last but not least, 7 respondents (14%)
from the Advertising course were males, and the others were females (6%).
Table 4
The Relationship between the Gender of Respondents and the Year/Semester Studied
YEAR/SEMESTER MALE (%) FEMALE (%) TOTAL (%)

YEAR 3 SEMESTER 1 3 6 16 32 19 38
YEAR 3 SEMESTER 2 7 14 23 46 30 60
YEAR 3 SEMESTER 3 0 0 1 2 1 2
10 20 40 80 50 100
Table 4 shows the relationship between the gender of respondents and the year/semester
current enrolled. According to the table, 30 undergraduates or 60% of the entire sample group
were from year 3 semester 2 and 7 of them (14%) were male, while 23 of them (46%) were
female. Besides that, 3 males (6%) and 16 females (32%) were from year 3 semester 1;
nevertheless, only 1 female respondent (2%) was from year 3 semester 3.

Respondents’ Motivation in Learning a Second Language
This sub-section consists of 2 tables and the explanations of the tables, which clarify the
scores in instrumental motivation as well as integrative motivation of the undergraduates’ in
learning the second language (English Language). Eventually, this will bear out which
motivation has greater influence among the year three UTAR FAS Chinese students in their
second language learning process.
Table 5
The Relationship between the Number of Respondents and the Type of Motivation based on their
Courses Taken.
COURSES N.O.R (%) N.O.R (%) N.O.R (%) MAJORITY

(INS) (INT)
(=)
ENGLISH 5 10 4 8 1 2 INSTRUMENTAL
LANGUAGE
PUBLIC 10 20 0 0 0 0 INSTRUMENTAL
RELATIONS
CHINESE 8 16 2 4 0 0 INSTRUMENTAL
STUDIES
ADVERTISING 8 16 1 2 1 2 INSTRUMENTAL
JOURNALISM 8 16 2 4 0 0 INSTRUMENTAL
39 78 9 18 2 4
*** N.O.R (INS) : Number of respondents scored higher in instrumental motivation
N.O.R (INT) : Number of respondents scored higher in integrative motivation
N.O.R (=) : Number of respondents had same score for both instrumental and
integrative motivation
Table 5 shows the relationship between the numbers of respondents and the type of
motivation they belonged to in learning a second language based on the courses taken. From the
data collected, out of 10 respondents (20%) from the English Language course, 5 of them (10%)
scored higher for the instrumental motivation category and 4 participants (8%) scored higher in
the integrative motivation category; also, there was 1 respondent (2%) had the same score for
both type of motivations. Furthermore, all the respondents from the Public Relations course
(20%) had scored higher in the instrumental motivation category. For the Chinese Studies and
Journalism course, there were 8 participants (16%) scored higher for instrumental motivation and
2 respondents (4%) scored higher in the integrative motivation category respectively. Last but
not least, there were 8 respondents (16%) scored higher for instrumental motivation as well
among the Advertising course undergraduates; however, there was 1 participant (2%) scored
higher for the integrative motivation category, and 1 respondent (2%) had the same score for
both motivations. Concisely, majority of the respondents from each course did fall into the
instrumental motivation category; in other words, majority of the undergraduates were
instrumentally motivated in their second language learning process.

Table 6
The Relationship between the Number of Respondents and the Type of Motivation
TYPE OF MOTIVATION NUMBER OF PERCENTAGE (%)

RESPONDENTS
39
INSTRUMENTAL 78
INTEGRATIVE 9 18
SIMILAR SCORE 2 4
TOTAL 50 100
Table 6 shows the relationship between the number of respondents and their type of
motivation (instrumental motivation and integrative motivation) in learning English language.
From the data collected, more than half of the respondents scored higher in the instrumental
motivation category (39 respondents) and this group of people essentially had accounted 78% of
the entire sample group. In contrast, 9 undergraduates (18%) scored higher in the integrative
motivation faction; besides that, there were 2 students (4%) had the same score for both
instrumental and integrative motivation. On the other hand, the scores in both instrumental
motivation as well as integrative motivation of every respondent or participant of this study is
shown in Appendix E or Table 7. Apparently, the total score for the instrumental motivation
category (1942 points) is higher than the score for the integrative motivation group (1778 points)
by 164 points. Therefore, this elucidates that instrumental motivation has greater influence
among the majority of the year three UTAR FAS Chinese undergraduates.
Responses from the Lecturers through Interviews
Basically, this sub-section has brought out the point of views or responses protracted by 2
UTAR lecturers (Mr. Paul Gnanaselvam and Mr. Yeap Kim Ho) of different faculties (FAS and
FEGT) through interviews. Both lecturers were required to answer 5 questions regarding the
motivations among UTAR FAS Chinese undergraduates in learning the second language
(English language).
Question 1: Do you think that motivation is a crucial factor in learning a second language? Why?
Both interviewees agreed that motivation is a very important factor in learning a language.
The following direct quotes from the interviewees’ responses had explained the point above:
Of course it is. For all the things that you do, there must be something that pushes
you; something that basically helps you to move in order to achieve the target, the
goal. If you are not motivated, then you would not want to do something, right? It
is very natural... . (Gnanaselvam, 2010)
I think so... . To be able to learn effectively (a second language), of course you
need interest and you need to be motivated... . If everyone around you is speaking
the same language, and you know nothing about it, you will somehow feel down
and low esteem; and because of that reason, that is an urge for you to actually
pick up the language, and this is where you need motivation (Yeap, 2010).
Question 2: Focusing on people from all walks of life, in your opinion, which motivation
(whether instrumental or integrative motivation) plays a more important role in a second
language process? Why?
However, the interviewees had distinct perception for this question. Yeap from the FEGT
believed that integrative motivation is more important compared to instrumental motivation in
this context, as he mentioned that, one cannot force someone else to learn something that they do
not like to learn; they can probably learn it but then (they will) tend to forget easily if they learn
with a certain motive (Yeap, 2010). On the other hand, in contrast to Yeap’s point of view,
Gnanaselvam from the FAS believed that instrumental motivation is more vital rather than
integrative motivation in learning a second language (which is English language). During the
interview, he mentioned that:
...Now, people who do not speak English as their native language have to learn a
second language as part of the academic requirement... .You learn English
basically to compete in a work force, you learn English as an academic subject to
pass a paper, and you probably learn English for specific purposes. A business
student learns English as an ESP paper, an engineering student learns English as
a technical paper; so probably English is there not as a second language but
probably a professional language required. So, I believed the motivation here is
basically instrumental rather than integrative. If it is integrative then most
Malaysian will be very good in English.

Question 3: Focusing on UTAR, FAS students which consists of Journalism, English Language,
Chinese Studies, Public Relations and Advertisding students, in your opinion, which motivation
(whether instrumental or integrative motivation) plays a more important role in a second
language process? Why?
Furthermore, both interviewees had different opinions for question 3 as well. Yeap from
the FEGT believed that integrative motivation plays a more important role in this case as he
supposed that most of the FAS students who took language courses were due to their interest
towards the language.
In contrast, Gnanaselvam from the FAS had a different point of view. He believed that
the FAS students learn the second language (English Language) is mainly due to instrumental
motivation. In addition, he also divided and explained his responses based on non-EL students
and EL students. Gnanaselvam said that the non-EL students’ motivation in learning the English
language is very much instrumental and it is extremely low; also, these students feel that the
basic knowledge they have in English is enough if they are able to express their thoughts in the
basic language, because they are not majoring in the EL subject. On the other hand, he supposed
that the EL students’ motivation in learning the English language is instrumental as well, but this
motivation is higher compared to the non-EL students. According to Gnanaselvam (2010), EL
students are still instrumentally motivated in learning English language as they do not love
literature for the sake of loving literature. Besides that, he also stated that, “if I give a 30 percent
instrumental motivation for the PR or Journalism students, probably it will be 50 or 60 percent

for the EL students. I will never say that they (EL undergraduates) are 100 percent motivated to
learn English for the sake of learning the language.” (Gnanaselvam, 2010).
Question 4: In your opinion, which type of learner (whether instrumental motivated learner or
integrative motivated learner) will have better proficiency in the target language?
Both lecturers deemed that both motivations will result in positive effect or proficiency
because both gear the readers to learn more and to improve better; nevertheless, they also
mentioned that integrative motivated learners are much more capable to internalize the language.
The following direct quotes from the interviewees’ answers explain the point above:
...Both might be able to speak quite fine, but then the integrative motivated
learner should be better in grammar, they should be able to master the grammar
better than those who learn the language just because they want to convey
messages (Yeap, 2010).
...I suppose if you are not integratively motivated, then you will not be able to
internalize the language... .However, instrumental motivation limits you to the
language usage; because it is very much purpose specific compared to integrative
motivation. If you become instrumental motivated, it is like you play a switch-
board game. You go for a meeting and you speak in English for the sake of
speaking in English; when you come out, it is a different language... .
(Gnanaselvam, 2010).
Question 5: Do you think that it is important for a lecturer to know as well as understand which
Both lecturers agreed that it is important for an educator to be aware of which motivation
the learners are orientated in learning the second language. Gnanaselvam (2010) stated that it is
obvious when you look into the teaching syllabus or the teaching modules, as they are very
instrumental in helping a second language learner to learn something for the sake of learning
English.
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
Summary and Discussion of Findings
This study was conducted and intended to find out which of the two motivations –
whether instrumental motivation or integrative motivation has greater influence towards UTAR
FAS third year Chinese Students in their second language learning process. In a nutshell, the
findings of this entire research had indicated clearly that the undergraduates were more likely to
have a stronger instrumental motivation (1942 points) compared to integrative motivation (1778
points) in their second language learning process. As a whole, they learnt the second language
(English language) due to certain academic and professional reasons; for instance, to pass an
examination, or to apply for a well-paid job. On the other hand, of course there were also
individuals that learnt English language due to integrative motivation; however, they were in the
minority group in this study.
The result of this research is concur with Warden and Lin, as these researches agreed that
instrumental motivation is more vital in learning a second language, especially English language
among Chinese community. As mentioned by Warden and Lin (2000), students had “required
motivation” when they felt motivated to make progress in their EFL because it was required by
the system (Gao, Zhao, Cheng & Zhou, 2002, p.45-64). More accurately, majority of the Chinese
undergraduates do not see the need of English language for their daily conversations with friends
and family, as they speak Chinese or their own dialects to communicate with each other most of
the time. To them, English language is only used for certain official and decorous
purposes, such as doing assignments, presentations, talking to lecturers or to score in
examinations; also, they feel that it is not extremely important for them to master the language
because they believe that it is enough if they are able to express themselves in basic language
(Gnanaselvam, 2010).
Furthermore, the findings of this research are consistent with Dörnyei (1990 & 1996) as
well. In a study conducted by Dörnyei regarding the Canadian bilingual situation, it revealed that
students tried to develop their language ability for the sake of their future career; also, he
opposed to Gardner by claiming that instrumental motivation and the learner’s need for
achievement are more important than the integrative motivation (Vaezi, 2008). From the data
collected, as a group, the sample of this research (50 UTAR FAS Chinese students) learnt the
second language, which is the English language due to more utilitarian reasons too. In addition,
one of the interviewee, Gnanaselvam (2010) also stated that, when comes to speaking in English
language, the undergraduates are in the vein of playing a switch-board game, they go for a
meeting, they speak in English for the sake of speaking in English; when they come out, it is a
different language.
Apparently, the result has revealed what Gnanaselvam (2010) had mentioned during the
interview, which asserted that majority of the Chinese undergraduates in UTAR FAS tend to be
more instrumentally motivated in learning the English language regardless they were from the
EL or non-EL group. However, the non-EL groups’ undergraduates seemed to have stronger
instrumental motivation compared to the EL students and this is most probably because the non-
EL students studied English language for a more utilitarian purposes. On the contrary, as
mentioned by Gnanaselvam (2010), the EL students are getting a degree in English language and
it is only natural that all the subjects and the medium of instruction are basically in the English
language; therefore, the EL undergraduates are more likely to use or communicate using the
English language.
Moreover, this result is parallel with the assumptions and hypothesis formulated by the
researcher earlier, namely:
(1) Instrumental motivation has greater influence among UTAR FAS Chinese students in their
second language learning process compared to integrative motivation.
(2) There is a significant relationship between the success of second language learning and the
motivation of UTAR FAS Chinese students in learning the second language (English
language).
Hence, hypothesis 1 and 2 are accepted.
In contrast, the outcomes of the study had failed to agree with Gardner’s (1985) theory
and the Attitude/Motivation Test Battery (AMTB), which believed that integrative motivation
(the key element of Gardner’s theory) has greater influence towards second language learner in
learning the target language. At the same time, this research also has differing opinions as well as
findings from Benson (1991)’s study conducted in Japan, regarding the motivation and attitudes
among Japanese college students in learning English language. According to Al-Tamimi and
Shuib (2009), Benson has stated that “integrative and personal reasons for learning English were
preferred over instrumental ones" (Benson, 1991, p. 34) in his research.

Also, from the findings of this entire study, the researcher realized that the result is not
parallel with Snow and Shapira (1985)’s point of view towards the motivation in learning a
second language, as these researchers strongly support integrative motivation in the learning of
second language. According to Azmi (2005), they mentioned that “second language learners
should have the desire to identify with the target group whose language they are learning.
Furthermore, this desire needs to be reinforced by a curiosity and interest in the group in order to
produce the motivation needed to acquire competence over a period of time.”(1985: 4)
Limitations
There are a number of limitations in this study which should be highlighted. First of all,
this sample size (50 third year Chinese students from the FAS, UTAR Perak campus) is only a
small fraction of the whole population (all UTAR third year Chinese undergraduates who learn
English language as a second language); somehow, it is not enough to generalize and be taken as
completely accurate or representative of the entire population. Therefore, the generalization from
the findings should be made with prudence. In addition, the FAS consists of 6 departments
(Journalism, English Language, Chinese Studies, Advertising, Public Relations as well as
Psychology); however, none of the participants of the study is from the Psychology course and
this has affected the validity of the entire research.

Recommendations
Although this research did insinuate that there is a significant relationship between the
success of second language learning and the kind of motivation among UTAR FAS Chinese
students in learning the second language; and it is the instrumental motivation that has greater
influence towards these students, these results could be enhanced as well as augmented. The
positive effects found in this study may be strengthened by expanding the sample of the research.
According to eHow (2011), typically the larger the sample size, the more accurate the data is at
projecting what the entire population is thinking. The population of this entire study is all UTAR
third year Chinese undergraduates; however, only 50 students were chosen as the sample and as
a matter of fact, this amount of students is certainly not enough to generalize and be taken as
completely accurate or representative of the entire population.
Besides that, the result of this study could be improved as well by choosing the sample
group impartially. The FAS consists of 6 departments (Journalism, English Language, Chinese
Studies, Advertising, Public Relations as well as Psychology); however, none of the participants
of the study is from the Psychology course and this might affect the validity as well as reliability
of the entire research. Indeed, undergraduates from each and every course should be chosen as
the sample of the study. In addition, students from other UTAR campuses, such as Sg,Long
campus and Setapak campus should also be taken into consideration.

Conclusion
This study has proven that English is very much domain specific and English is used only
for specific purposes; especially limited and restricted within the academic domain (Rahman,
2005). The reason for the findings can be explained as: UTAR FAS Chinese students do not need
English language for daily interactions as well as conversations purpose, and they only learn the
language for utilitarian purposes, such as to build a successful career and to score well in an
examination. Therefore, an integrative orientation may be harder to foster as a vital driving force
for learning English among these students.
The findings of the study also presented a picture which ascertained that instrumental
motivation has greater influence among the UTAR FAS third year Chinese Students in learning
the second language, which is the English language, compared to integrative motivation. Also,
this study has verified the point of views of some researchers, such as Warden and Lin (2000),
who strongly believed that students are generally instrumental oriented when comes to learning a
second language.
At the same time, the present study also contributed to universities lecturers as well as
tutors as they may be aware of the underlying motivation of these second language learners; also
they could modify their teaching styles in accordance to the students’ motivation. Consequently,
undergraduates can learn more effectively when the instructional delivery matches their attitudes
towards the target language.

Nevertheless, more researches in this area should be conducted as the findings of this
study do not conclude that all students are purely instrumental motivated. Learning a second
language, such as English language is a vital magnitude for young Malaysian; and both
instrumental and integrative motivation methods to learn the language must be developed.
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Appendix A: Questionnaire
Whether integrative motivation or instrumental motivation plays a more important role
towards UTAR FAS students in learning a second language.
Dear Respondents,
I am a year three student of Bachelor of Arts (HONS) English Language, Universiti
Tunku Abdul Rahman (UTAR); undertaking a dissertation in the area regarding the influence of
instrumental motivation and integrative motivation in the process of second language learning,
especially among university undergraduates.
students in learning English language as a second language.
This questionnaire is separated into two parts. Part A is about personal details as well as
background of respondent; while part B consists of 20 survey questions regarding the
respondent’s motivation in learning a second language.
Finally, respondents are required to read the instructions carefully before answering the
questions. Thank you for your cooperation and your responds will be appreciated as well as kept
confidentially for academic purpose solely.

Part A: Respondent’s Details/Background
Instruction: Please fill in or () the appropriate particulars or answers.

(For those who answer through E-mail, please fill in or HIGHLIGHT the appropriate particulars
or answers.)
1. Age: _______________
2. Gender:
( ) Male ( ) Female
3. Ethnic group:
( ) Malay ( ) Indian
( ) Chinese ( ) Others (Please specify): _______________
4. Course:
( ) English Language ( ) Public Relation
( ) Chinese Studies ( ) Advertising
( ) Journalism
5. Year/Semester:
( ) Year 3 Semester 1 ( ) Year 3 Semester 3
( ) Year 3 Semester 2
6. First language/ Mother tongue:

( ) English Language ( ) Malay Language
( ) Chinese Language ( ) Others (Please specify): _______________
( ) Tamil
Part B: Respondent’s Motivation in Learning A Second Language.
Instruction: Please CIRCLE the number that best reflects your viewpoint about the statement.
(For those who answer through E-mail, please HIGHLIGHT the number that best reflects your
viewpoint about the statement.)
I learn English language as my Strongly Disagree Neutral Agree Strongly

second language because…… Disagree Agree
Q1 I think it will someday be useful in

getting a good job. 1 2 3 4 5
Q2 It will allow me to gain good

friends more easily among 1 2 3 4 5
English-speaking people.
Q3 It will enable me to understand the

English life style and culture. 1 2 3 4 5
Q4 I love the language as it is such a

beautiful language. 1 2 3 4 5
Q5 Other people will respect me more

if I know English. 1 2 3 4 5
Q6 I will be able to search for

information and materials in
English for my assignments on the 1 2 3 4 5
Internet.
Q7 It will enable me to understand

better and appreciate more English 1 2 3 4 5
art as well as literature.
Q8 I need English language to pass

my examination. 1 2 3 4 5
Q9 English language is a basic

university requirement. 1 2 3 4 5
Q10 I need English language to

integrate with the western culture. 1 2 3 4 5
Q11 It will enable me to further my

education. 1 2 3 4 5
Q12 I am interested in English movies
or songs. 1 2 3 4 5
Q13 It will allow me to seek better job

opportunities abroad. 1 2 3 4 5
Q14 It will enable me to keep up with

development of world economy,
science and technology. 1 2 3 4 5
(globalization)
Q15 I would like to make friends with

people from other countries,
especially those from English- 1 2 3 4 5
speaking countries.
Q16 It will help me on overseas trips.

1 2 3 4 5
Q17 I need the language in order to

take a test in future. (E.g. TESL, 1 2 3 4 5
TOIEC, etc).
Q18 I enjoy having a conversation with

people who speak in English 1 2 3 4 5
language as well.
Q19 It will enable me to involve or go

into an international business. 1 2 3 4 5
Q20 I will be able to participate more

freely in the activities of English 1 2 3 4 5
cultural groups.
= Thank you for your participation. =
= End of questionnaire =
Appendix B: Interview Questions
Questions for lecturers regarding instrumental and integrative motivation in learning a
second language.
Q1: Do you think that motivation is a crucial factor in learning a second language? Why?
Q2: In your opinion, which motivation (whether instrumental or integrative motivation) plays a
more important role in a second language process? Why? [focusing on people from all
walks of life]
Q3: In your opinion which motivation (whether instrumental or integrative motivation) plays a
more important role in a second language process? Why? [focusing on UTAR, FAS students
which consist of Journalism, English Language, Chinese Studies, Public Relation and
Advertising students.]
Q4: In your opinion, which type of learner will have better proficiency in the target language?
(Instrumental motivated learner? Or Integrative motivated learner?)
Q5: Do you think that it is important for a lecturer to know as well as understand which

Appendix C: Interview with Mr. Paul Gnanaselvam’s Transcriptions
Interview with Mr. Paul Gnanaselvam
Q1 : Do you think that motivation is a crucial factor in learning a second language? Why?
Answer: Of course it is. For all the things that you do, there must be something that pushes you;
something that basically helps you to move in order to achieve the target, the goal. If you are not
motivated, then you would not want to do something, right? It is very natural… … Even when
you learn a second language, there are a lot of challenges; and in order not to give up as well as
to be able to achieve the level that you want, I suppose apart from many other factors, motivation
is one of the important factors that keeps you moving.
______________________________________________________________________________
Q2 : In your opinion, which motivation (whether instrumental or integrative motivation)
plays a more important role in a second language process? Why? [Focusing on people from all
walks of life]
Answer: If you look at second language learning, a second language is basically a language that
is taught in schools as an academic subject. Now, people who do not speak English as native
language have to learn a second language as part of the academic requirement. There are many
countries in the world where people do not learn English as a second language, because in many
countries, people learn (go to school), the academic line is basically conducted in their first
language. But if you take Malaysia for example, our second language is English; and for some
A Study of Instrumental and Integrative57
students, in their homes, it may even be the third language. So, looking at the climate for
education system which having Bahasa Melayu as the national language, I think learning English
language as a second language or even a third language for the people, is basically due to
instrumental motivation. You learn English basically to compete in a work force, you learn
English as an academic subject to pass a paper, and you probably learn English for specific
purposes. A business student learns English as an ESP paper, an engineering student learns
English as a technical paper; so probably English is there not as a second language but probably
a professional language required. So, I believe the motivation here is basically instrumental
rather than integrative. If it is integrative then most Malaysian will be very good in English.
______________________________________________________________________________
Q3 : In your opinion which motivation (whether instrumental or integrative motivation) plays
a more important role in a second language process? Why? [Focusing on UTAR, FAS students
Answer: After teaching… … probably the non-EL students, I am brought to believe that their
motivation is very much instrumental and it is very very low. It is because many students here
feel that the basic knowledge that they have in English and if they are able to express themselves
in basic language, it is enough; because they are not majoring in the EL subject. Thus, the PR
students, the Journalism students do very badly in their writing assignments and even in their
final examinations. They are not integratively motivated; they do not see how language plays a
centre point in PR, in Journalism. To them, the degree is Journalism, the degree is PR... ... It is
just a degree and they do not care what language it was being taught in. So they neglect the need
of the English language. Therefore, it is pretty much instrumental and I suppose there is only a
fifty-fifty percent awareness on the importance of English language among these students. On
the other hand, for the EL students...... I suppose it is instrumental as well but this motivation is
higher compared to the non-EL students. It is still instrumental because I don’t think EL students
love literature for the sake of loving literature. They do not come back to me and say they
appreciate English for the sake of studying literature. Nobody loves English for the sake of
studying linguistics; but people hate English language because they have to do linguistics, people
hate English language because they have to do literature. So, for the EL students, I think it is
pretty much convention because they are getting a degree in English language and it is only
natural that all the subjects and the medium of instruction is basically in the English language. If
I give a 30 percent instrumental motivation for the PR or Journalism students, probably it will be
50 or 60 percent for the EL students. I will never say that they are 100 percent motivated to learn
English for the sake of learning the language.
______________________________________________________________________________
Q4 : In your opinion, which type of learner will have better proficiency in the target language?
Answer: I think both motivations will result in positive effect or proficiency, because both gear
the readers to learn more and to improve better. However, I suppose if you are not integratively
motivated, then you will not be able to internalize the language. Internalize means you need to
think, you need to put your thought processes in English language in order to become more
expressive. However, if you become instrumental motivated, it is like you play a switch-board
game. You go for a meeting and you speak in English for the sake of speaking in English; when
you come out, it is a different language. Now, would that help you to come out with good written
assignments? No, it wouldn’t. Because in a lot of countries where English language is a second
language, a lot of people can speak English, but can they express their ideas in writing? So,
instrumental motivation limits you to the language usage; because it is very much purpose
specific compared to integrative motivation.
______________________________________________________________________________
Q5 : Do you think that it is important for a lecturer to know as well as understand which
Answer: I think all lecturers know! Because I suppose...... When you look at the teaching
syllabus, the teaching modules, probably they are all physical in the sense that they are
instrumentally designed. They help you to look up what to learn and basically they’ve got areas
that are emphasized. They are very very instrumental in helping a second language learner to
learn something for the sake of learning English. For example, English for science. Basically you
are concentrating on reading passages that are scientific and you will probably concentrate on
vocabularies that are scientific, and probably you are doing an assignment which is basically
process based in scientific.

Appendix D: Interview with Mr. Yeap Kim Ho’s Transcription
Interview with Mr. Yeap Kim Ho
Q1 : Do you think that motivation is a crucial factor in learning a second language? Why?
Answer: I think so… … Yea, sure. To be able to effectively learn (a second language), of course
you need interest and you need to be motivated. I think it is mostly driven by the environment. If
everyone around you is speaking the same language, and you know nothing about it, you will
somehow feel down and low esteem; and because of that reason, that is an urge for you to
actually pick up the language, and this is where you need motivation. You might feel curious
why they are speaking in that way, how does the language affect their culture and what is the
history behind the language.
______________________________________________________________________________
Q2 : In your opinion, which motivation (whether instrumental or integrative motivation)
plays a more important role in a second language process? Why? [Focusing on people from all
walks of life]
Answer: Integrative motivation. You cannot force someone else to learn something that they do
not like to learn. They can probably learn it but then (they will) tend to forget easily if they learn
with a certain motive. I am sure they are some other people who learn (English language)
because of certain reasons but majority I would say that they learn because they love it.
______________________________________________________________________________
Q3: In your opinion which motivation (whether instrumental or integrative motivation) plays
a more important role in a second language process? Why? [Focusing on UTAR, FAS students
Answer: Integrative motivation. That is how they choose their courses based on their interest,
right? If focusing on FAS students, I would say mostly they are driven by interest because if they
pick a certain language course, then it would be mostly due to their interest. On the other hand, if
it is the engineering students, then it could be different. Language plays a different role towards
FGET (engineering) students and technical terms are more important to these students.
______________________________________________________________________________
Q4 : In your opinion, which type of learner will have better proficiency in the target language?
Answer: Both might be able to speak quite fine, but then the integrative motivated learners
should be better in grammar, they should be able to master the grammar better than those who
learn the language just because they want to convey messages.
______________________________________________________________________________
Q5 : Do you think that it is important for a lecturer to know as well as understand which
Answer: Yes, it is important.
______________________________________________________________________________
Appendix E: Table of Each Respondent’s Scores in Instrumental Motivation and
Integrative Motivation
Table 7
Each Respondent’s Scores in Instrumental Motivation and Integrative Motivation
RESPONDENT SCORE (%) SCORE (%) HIGHER

( INSTRUMENTAL) (INTEGRATIVE) SCORE
1 34 68 25 50 INS
2 38 76 33 66 INS
3 49 98 50 100 INT
4 42 84 36 72 INS
5 39 78 37 74 INS
6 39 78 42 84 INT
7 43 68 33 66 INS
8 38 76 34 68 INS
9 45 90 41 82 INS
10 39 78 36 72 INS
11 45 90 44 88 INS
12 41 82 33 66 INS
13 37 74 36 72 INS
14 34 68 30 60 INS
15 39 78 44 88 INT
16 40 80 35 70 INS
17 39 78 33 66 INS
18 40 80 32 64 INS
19 46 92 45 90 INS
20 27 54 29 58 INT
21 38 76 34 68 INS
22 33 66 38 76 INT
23 40 80 35 70 INS
24 38 76 34 68 INS
25 42 84 35 70 INS
26 38 76 33 66 INS
27 41 82 35 70 INS
28 40 80 42 84 INT
29 38 76 39 78 INT
3038 76 34 68 INS
3119 38 12 24 INS
3250 100 40 80 INS
3344 88 35 70 INS
3443 86 38 76 INS
3546 92 32 64 INS
3643 86 38 76 INS
3737 74 37 74 =
3840 80 37 74 INS
3939 78 27 54 INS
4039 78 38 76 INS
4141 82 39 78 INS
4234 68 36 72 INT
4339 78 37 74 INS
4443 86 40 80 INS
4533 66 31 62 INS
4640 80 40 80 =
4741 82 37 74 INS
4841 82 37 74 INS
4920 40 24 48 INT
5039 78 36 72 INS
TOTAL SCORE1942 1778 INS
COMPARE
INSTRUMENTAL > INTEGRATIVE
***
INS : HIGHER SCORE IN INSTRUMENTAL MOTIVATION
INT : HIGHER SCORE IN INTEGRATIVE MOTIVATION
= : SAME SCORE FOR BOTH TYPE OF MOTIVATION

A Study of Instrumental and Integrative Motivations As Factors

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A STUDY OF INSTRUMENTAL AND INTEGRATIVE MOTIVATIONS AS FACTORS

INFLUENCING UTAR THIRD-YEAR CHINESE UNDERGRADUATES IN LEARNING ESL

WONG YIN MUN

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE BACHELOR OF ARTS (HONS) ENGLISH LANGUAGE

FACULTY OF ARTS AND SOCIAL SCIENCE

UNIVERSITI TUNKU ABDUL RAHMAN

project. I am deeply grateful to my supervisor for his endless patience in deepening my

understanding in this field of study.

In addition, I would like to express my appreciation to Universiti Tunku Abdul Rahman

interviews. Thank you so much for their participations and involvements.

your efforts and contributions.

WONG YIN MUN

as Factors Influencing UTAR Third Year Chinese Undergraduates in Learning a Second

Mr. Renu a/l Kailsan

and interviews responses collected from 50 university undergraduates as well as 2 lecturers. In

printed, electronic or personal.

Name : WONG YIN MUN

Student ID: 08AJB04353

Date : 11th March 2011

TABLE OF CONTENTS…………………………………………………………………… iii

LIST OF ABBREVIATIONS……………………………………………………………… vii

Statement of the Problem…………………………………………………… 2

Significance of the Study…………………………………………………… 3

Conceptual Framework of Motivation……………………………………… 5

Conceptual Framework of the Research……………………………………. 7

Definitions of Key Terms…………………………………………………. 8

Purpose and Research Questions……………………………………………. 19

Population and Sampling………………………………………………….... 20

Procedure and Time Frame………………………………………………….. 22

Ratings of Instrumental Motivation……………………………….. 23

Ratings of Integrative Motivation…………………………………..24

Assumptions and Hypothesis………………………………………………. 25

Respondents’ Details or Background Information…………………………. 26

Respondents’ Motivation in Learning a Second Language………………... 29

Responses from the Lecturers through Interviews………………………….. 33

V CONCLUSIONS AND RECOMMENDATIONS………………………….. 38

Summary and Discussion of Findings………………………………………. 38

Appendix B Interview Questions………………………………………………………… 55

Appendix C Interview with Mr. Paul Gnanaselvam’s Transcriptions.................................. 56

Appendix D Interview with Mr. Yeap Kim Ho’s Transcription………………………….. 60

Appendix E Table of Each Respondent’s Scores in Instrumental Motivation and

1 The Relationship between the Age and the Number of Respondents………………. 27

2 The Relationship between the Gender and the Number of Respondents…………… 27

4 The Relationship between the Gender of Respondents and the Year/Semester

based on their Courses Taken…………………………………………………………. 30

7 Each Respondent’s Scores in Instrumental Motivation and Integrative

UTAR Universiti Tunku Abdul Rahman

FAS Faculty of Arts and Social Science

FEGT Faculty of Engineering and Green Technology

AMTB Attitude/Motivation Test Battery

ESL English as second language

determining variable to be considered in second language acquisition among university students.

– intrinsic motivation, extrinsic motivation, instrumental motivation and integrative motivation.

According to Norris-Holt (2001), with instrumental motivation, the purpose of language

Statement of the Problem

function as motivator in the business field. Furthermore, in learning as well as to be skilful in a

process will not be successful.

university students, especially UTAR Chinese undergraduates. Focusing on UTAR, Faculty of