Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/40770

Using Questionnaires to Assess Motivation in Second Language Classrooms

File Size Format  
O'Bryen (1996) WP14(2).pdf 11.84 MB Adobe PDF View/Open

Item Summary

Title:Using Questionnaires to Assess Motivation in Second Language Classrooms
Authors:O'Bryen, Patricia
Contributors:Brown, James D. (advisor)
University of Hawaii at Manoa. Department of English as a Second Language. (department)
Date Issued:1996
Abstract:Questionnaires for measuring motivation and attitudes in second language (SL) learning can be adapted from existing instruments or they can be constructed for use in other contexts. The purpose of this review is to clarify the methodology for carrying out SL motivation research with questionnaires in classrooms. lssues of validity raised in past research are summarized. Twelve questionnaires used in English as a second language (ESL) and foreign language leaming contexts (Clement & Kruidenier, 1983; Clement, Smythe, & Gardner. l976; Dornyei, 1990; Ely, 1986a, 1986b; Gardner & Smythe, 1981; Gliksman, Gardner, & Smythe, 1982; Labrie & Clement, 1986; Pennington & Yue, 1994; Pierson, Fu, & Lee, 1981; Roger, Bull, & Fletcher, 1918; Samimy & Tabuse, 1992) are considered for potential use in classroom studies. Depending on whether the research is exploratory or confirmatory, factor analysis, LISREL (linear structural relationships) modeling, or MDS (multidimensional scaling) statistical procedures may be used to analyze the multivariate response data, and the results will take different configurations. Perceptions gained from the review guided the author in proposing eleven steps for developing a motivation questionnaire.
Pages/Duration:53 pages
URI:http://hdl.handle.net/10125/40770
Appears in Collections: Working Papers (1982-2000)


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.