Clyde A. Warden (Ph.D. candidate in Business Administration, National Cheng Kung University) is an Associate Professor at Chaoyang University of Technology, Applied Foreign Languages Department, Taichung, Taiwan.
Existence of Integrative Motivation in an Asian EFL Setting
Article first published online: 31 DEC 2008
© 2000 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 33, Issue 5, pages 535–545, September 2000
How to Cite
Warden, C. A. and Lin, H. J. (2000), Existence of Integrative Motivation in an Asian EFL Setting. Foreign Language Annals, 33: 535–545. doi: 10.1111/j.1944-9720.2000.tb01997.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
Abstract: The major purpose of this study was to investigate the existence of distinct motivational groups within a population of Taiwan English as a Foreign Language (EFL) learners. Based on previous English as a Second Language (ESL) research, this study assumed the existence of both an integrative and an instrumental motivation. A hypothesized motivation, labeled “required,” was also tested for. A survey instrument was developed and completed by over 2000 non-English majors at two educational institutions in Taiwan. This paper reports preliminary results from the first educational institution and includes the first wave of 500 responses. Exploratory factor analysis was employed to confirm the existence the motivational groups and to determine their temporal orientations (past, present, or future). Results did not support the existence of an integrative motivational group, but did find a strong required motivational group as well as an instrumental group. Lack of integrative motivation among Taiwan EFL learners has significance for language education in Taiwan, since most EFL classroom techniques are derived directly from Western ESL theory that assumes integration as one of the main motivations. Cultural influences on EFL settings are discussed.