Using Questionnaires to Assess Motivation in Second Language Classrooms

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.