Integrative and Instrumental Motivation Rates of International ESL Students in The UK In Diverse International Language Institutes: A Mixed Methods Study.

Abstract

This study investigates the rates of instrumental and integrative motivation among language learners at an international language school in the United Kingdom. Employing a mixed-methods approach, the research utilized Gardner's Attitude/Motivation Test Battery (AMTB) for quantitative data and included AMTB-inspired qualitative items. The study found that quantitative data showed an equal balance between instrumental and integrative motivations, while qualitative data leaned towards instrumental motivations. Interestingly, demographic variables such as age, nationality, and first language showed little impact on motivation levels. Limitations include the language barrier, as the survey was administered in English, and potential bias in the qualitative items. The findings have implications for educators and policymakers, suggesting the need for a balanced approach to language instruction that caters to both types of motivations. The study serves as a foundation for future research into the complex motivations driving language acquisition in diverse educational settings.