Report

2018

Thecontentsofthisreportaretheintellectualpropertyoftheauthors.Nopartofthisreportmaybecirculatedorreproducedwithoutexplicitpermissionfromtheauthors,orfromtheSchoolofArts,LanguagesandCulturesattheUniversityofManchester,OxfordRoad,ManchesterM139PL,UnitedKingdom.

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Whatisthemotivationforforeignlanguagelearningatbeginners’levelattheUniversityof

ManchesterLanguageCentre?

HudaAbdallaShiyunLan

FatmaKaddourMukhtarRabahEloyVillalónFloresJolynJiaLingWang

ZhangZiyun

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1Introduction1.1 ResearchquestionsandliteraturereviewThetopicofourresearchwaschosenbasedonourinterestinforeignlanguagelearningattheUniversityofManchester.Thiscuriosityaugmentedwhenwefoundoutthatinthepasttwo decades, there has been a decrease in the number of enrolling and provision ofspecialist degrees in languages in the UK higher education system (Mansell, 2016). Todeciphersomeinsightsintothisareaofstudy,threeresearchquestionswereputforward:1)why do students choose to learn a particular language; 2) how their background has animpactontheirmotivation;3)howtheirmotivationaffectstheirinputandperformance.Weposed thesequestionswith threespecific languages,namelyArabic,Frenchand Japanese.Eachofthemhaddistinctreasonstobechosen:Arabicbecauseoftheculturalandreligioussignificance insomeethnicgroups (Alikhateeb,2014);Frenchhasbeenthe languagemostsought after by UK employers (Confederation of British Industry and Pearson, 2013);JapaneseduetotherisingpopularityofJapanesepopularculture,suchasmangaandanime(Allison,2006;Fukunaga,2006).AccordingtoSchmidtandSavage’s(1994inSchmidtetal.,1996) finding that the intrinsic motivation is culture-specific, we predicted that languagelearnersofdifferentethnicandacademicbackgroundwould showdifferent inclinations intermsofmotivation. Pertaining to the impact thatmotivationhas on learning efforts andoutcomes, our hypothesis was projected based on Lukmani’s (1972) finding thatinstrumentalmotivationcorrelatedsignificantlywithlanguageproficiency.

1.2 ChangestotheoriginalplanOnemajorchangewehavemadeistheregroupingoftheparticipants'1)motivationtolearnthe language; 2) faculties of the university; 3) nationalities; 4) hours spentweekly on thelanguage;5)scoresoflastsemester.

In question (9) of ourquestionnaire, twelve statements regardingmotivationwerepresentedandparticipantscouldchoosemorethanonestatement.Toprovidecomparableresults,thesestatementswereregroupedintosixclusters:1) identity-driven-relevancetohome languages and religious issues; 2) linguistic - preference for the language inherentfeatures;3)social-driven-pursuitofbetterinterpersonalcommunication;4)leisure-driven-likingofculturalcontentpresentedinaparticularlanguage;5)academic-driven-pursuitofbetter academic performance; 6) career-driven - pursuit of competitiveness in the jobmarket (for the list of the regrouped statements, seeAppendixB).Mostof these clusterswereestablishedbasedonGardner's (1985)model,yet the"identity-driven"clusterwasanewadditionasNunn (2008)highlighted theheritage-relatedmotivational factorsandweperceiveditworthinvestigatinginthecontextoftheUniversityofManchester.Additionally,weexcludedoption(i)duetoitsambiguityfromthenatureofsentencestructure,whichweacknowledgedasalimitationofourstudy.

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Pertaining to courses,nationalities, learninghoursand scores, in lightofDeVaus's(2002) point that small samples may result in dissimilar groups thus impede achievingcomparability,wecutdownthenumberofthegroupsbymergingseveralsmallgroupsintolargerones.Additionally,weequalisednationalitywithethnicityandusedthenationalitiesof participants to represent their ethnic background. This is due to our finding thatparticipants'nationalitieswerehighlyconsistentwiththeirfirstlanguagesandextralanguagesindatacollected.1.3 MethodofdatacollectionanddataprocessingQuantitativemethods, includingquestionnairesandnumericaldataanalysis,wereused toproduce intuitive data, draw a cross-sectional comparison, and test the hypotheses ofmotivation to learn a foreign language (De Vaus, 2002). The questionnaire was designedbased on the aforementioned research questions. After conducting the pilot survey andgaining approval, physical questionnaires were distributed in the target classes, with fullanonymityandconfidentialityensured.

After coding the responses and inputting data into Excel, some regroupings wereconducted(asexplained in1.2).Afterward, theywerepresented intablesandstackedbarcharts. It shouldbenoted thatsincequestion (9)allowsmultipleanswers, the intensityofdifferentkindsofmotivationismeasuredbythefrequencyofchoice, i.e.bythenumberofresponsestoastatementratherthanthenumberofrespondents.Hence,thepercentagesofdifferenttypesofmotivationwerecalculatedintheformula:

Todeterminewhetherthevariableswerestatisticallyrelevant,chi-squaredtestswereconductedthroughSPSS.2FindingsInthisstudy,theparticipantswerefromJapanese,Arabic,andFrenchclassesonbeginners'levelofferedbytheLanguageCentre.90.6%ofthestudentswerevolunteeredtobepartofthe survey, namely 68 participants in total. Overall, we had the most responses fromJapaneseclasses (N=27), thesecondmost fromtheFrench (N=23),and the least fromtheArabic(N=18).91.2%oftheparticipantswerestudyingasundergraduatesorpostgraduatesintheUniversityofManchester,andtherest(8.8%)camefromthepublic.Theparticipants'languagecourses,gender,anddegreearesummarizedinTable1.

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Thefindingsfromthequestionnaireconcerningourresearchquestionswereasfollows.2.1Whydoesthelearnerchoosetolearnaforeignlanguage?Figure 1 below presents the responses of students on their motivation to learn foreignlanguages.

These results display theextent towhich students aredrivenbydifferent typesof

motivational factors. Two groups of motivation were significantly effective compared toothers: theresponsesconcerning linguisticmotivation tookupthebiggestpart (39%),andtheeffectofleisure-drivenmotivationwasreportedby33%oftheresponses.Theeffectofcareer-driven, social-driven, and academic-drivenmotivationwere lesser than the others,accountingfor16%,7%,6%respectivelyinthetotalresponses.

To have a closer look into the distribution of motivational factors, data weredisplayedinamoredetailedpatterninFigure2below.

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Figure2 focuseson themotivationwithin learnersofacertain language.Allof the

three languageswere of similar distributional patterns, in linewith the results across thelanguages (see Figure 1), but there were minor differences from language to language.Frenchpresentedtheleastconcentratedpatternofdistributionasithadlargerpercentagesofacademic-drivenmotivation(15%)andsocial-drivenmotivation(12%)thantheothertwolanguages. With regard to the two most prominent groups, linguistic and leisure-drivenmotivation, the former exertedmore effect on Arabic compared to Japanese and Frenchwhile Japanese had the greatest proportion of the latter motivation among the threelanguages.ItwassurprisingthatnoresponsefromArabiclearnerswasacademicallydriven.The vacuum may be explained by the lack of representativeness of our sample or thehypothetical fact that the Arabic language may relate to few degree subjects in theuniversity.Achi-squaretestfoundthatthechoiceoflanguagewasnotstatisticallyrelatedtomotivation(x2=17.310,df=10,q=.068).2.2Howdoestheirculturalandeducationalbackgroundaffecttheirmotivation?ThetablebelowshowstheNsforeachcategoryofnationalities(Table2).

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As mentioned, we have used the national background to represent cultural

background for an easier interpretation. Figure 3 shows that in every column, thepercentagesofdifferenttypesofmotivationvary,yetleisure-drivenandlinguisticfactorsarestilltheleadingmotivesineverynationalgroup.However,onlytheparticipantsfromEuropeperceivedthemselvesasmotivatedbysocial-drivenfactors,andonlyrespondentsfromEastAsiaandtheUKreportedtheyweremotivatedbycareer-relatedfactors.Achi-squaretestfoundthatnationalitywasstatisticallyrelatedtomotivation(x2=44.121,df=30,q=.047).

Following,thetableoftheNsfordifferentcoursesisasshownbelow(Table3).

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From Figure 4, it can be observed that among respondents who are taking

undergraduateorpostgraduatecoursesintheUniversityofManchester,thepatternsofthefiguresamongdifferentcoursesaresimilar: linguisticand leisure-drivenfactorsweremorecommonly reported than other types ofmotivation.However, only the participants doinghumanities perceived that theyweremotivatedby academic factor andonly respondentsdoingeconomicsdidnot identify themselves asdrivenby a social need.A chi-square testfoundthattheparticipants'courseswerenotstatisticallyrelatedtomotivations(x2=28.701,df=20,q=.948).2.3Howdoestheirmotivationaffecttheoutcomesoflearning?Our study measured the effort of learners by their average learning hours, and Table 4displaysthenumberoftheparticipantswhochoseeitherofthetwointervals(nomorethanfive hours and more than five hours). Figure 5 shows the distribution of learning hourswithineachkindofmotivation.

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Results in Figure 5 displayed that academic-driven motivation had the greatest

proportion of participants responding that they study formore than five hours perweek(50%).Theresultsforlinguistic,leisure-drivenandcareer-drivenresembledeachother,with24%,27%,29%ofrespondents,respectively,spendingmorethanfivehoursonthelanguageofstudyperweek.Achi-squaretestfoundthatweeklylearninghourswerenotstatisticallyrelatedtomotivation(x2=4.773,df=5,q=.444).

Topresentthecorrelationbetweenmotivationandoutcomesoflearning(measuredbyfinalgradesofthefirstsemester),Table5showsthenumberoftakersineachslot,andFigure6displaystheproportionofdifferentlevelsofscoreswithineachkindofmotivation.

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The percentage of the first-class scores in academic-driven motivation (75%) was

apparently larger than thoseofother kindsofmotivation,whichwere fairly close toeachotherandfellwithintherangebetween50%and60%.Achi-squaretestfoundthatthefinalscoreswerenotstatisticallyrelatedtomotivation(x2=6.771,df=10,q=.747).3DiscussionsThe results of Chi-square test show that there is no strong statistical correlationbetweenmotivation and any factor covered in our study, that is to say, none of those factors isrelevant to motivation, or some (even all) of them interact with each other as well asmotivational factors in a certain way. Due to the research design with pure quantitativemethodsandotherpractical issues,wewerenotable to investigate further,which leavespotentialquestionstofutureresearchonthistopic.Althoughthechi-squaretestdisprovedtheexistenceofanysignificantcorrelationbetweenmotivationandothervariables,trendscanbeobservedfromdatacollected,whichwillbediscussedinthefollowingsection.3.1Targetlanguage&motivationIt is surprising to note the remarkable similarity among distribution patterns of theselanguages: leisure-driven, linguistic and career driven motivation are always the mostcommonlyreportedinallthethreelanguages,withacademic-drivenandsocial-driventakingupratherinconsequentialpercentages.

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TheseresultsrefutedAlikhateeb's(2014)findingsthatthoseseekingtolearnArabicas a foreign language may be driven by identity factors such as preserving their Arabicheritage.OurhypothesisthatJapaneselearnersweremostly identifiedasfansofJapanesevisual culture was partly confirmed, as leisure-driven motivation is the second strongestmotivationinJapanese,yetitdidnotpresentahighlyconcentrateddistributionwithleisure-drivenfactorstakingupthevastmajority.InaccordancewithBritishCouncil'sreport(TinsleyandBoard,2013),weinitiallyprojectedthehypothesisthatFrenchlearnersmaybedrivenbycareer-relatedmotivation,whichwas,again,disprovedbyourfindings.

The findings byWilliams et al. (2002) were disproved by our research, as neithersocial-drivenfactorsnorlucrativefactors(career-drivenandacademic-driven)werereportedby the majority of our participants. A study targeting students learning Arabic in a U.S.college(Bouteldjoune,2012)foundthatthemajorincentivesforlearningArabicweresocial-driven and academic-driven, which deviated from our findings. We assume the divergedresults are primarily due to the different approaches of data collection and processing.Aforementioned two studies used Likert scale (Likert, 1932) to specify the degree ofagreementandmeasuretheeffectofmotivationalfactorsbymeansscores,comparingwithours resorting to yes-or-no styled questions and the percentage of a certain group'sresponses.Byusingticksonstatementstoindicatedefiniteagreementordisagreement,wewere able to obtain concrete identification of participants'motivation and ease the data-analysis. However, this may be problematic when dealing with nuanced responses, andmultiple motivational factors of one respondent would be rigidly considered as equallyinfluential,soweacknowledgeditasalimitationofourstudy.

It is worth noticing that there are "zeros" in our results: 1) identity-driven factorswerereportedbynoneoftheparticipantsinoursurvey;2)noArabiclearnersreportedtobemotivatedbyacademic-drivenfactors.Thelackofresponseregardingidentity-drivenfactorswentagainstthefindingsofastudyconductedbytheNationalHeritageLanguageResourceCentre(UCLA)(Kagan,2012)thatheritagespeakers'interestintheirhomelanguagetendedtoriseinthelaterteenageyears,promptingthedecisiontostudyincollege.Thisdivergencemay due to the sample of our survey: from responses to question (2), (5) and (6) in thequestionnaire, it is found that the participants' nationalities, first languages and extralanguagesinusewerehighlyuniform,implyingthatfewheritagespeakersarecoveredinoursurvey. With regard to the lack of responses to academic-driven motivation on learningArabic, as mentioned in the findings, one contextual factor may be the degree coursesprovidedby theUniversityofManchester:amongall theundergraduateandpostgraduateprogrammes available, the number of the courses thatmay specifically require or preferArabic language skills (such as Arabic studies and Classic studies) was relatively small(http://www.manchester.ac.uk/study/undergraduate/courses/2018/).

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3.2Culturalandeducationalbackground&motivationThis research questionwas divided into two parts: searching the relationship between 1)motivationandculturalbackground;2)motivationandacademicbackground. Forthefirstpart,thefindingspartlyconfirmedourhypothesisthatparticipantsfromdifferentculturalbackgroundhavedifferentkindsofmotivationtolearnforeignlanguages,according toSchmidtandSavage (1994 inSchmidtetal.,1996)andMarkusandKitayama(1991inSchmidtetal.,1996).Forexample,onlytherespondentsfromEurope(includingtheUK) chose the statements concerning social-drivenmotivation,whichmightbedue to thefact that Europe is the continent with the second highest proportion of immigrants andEuropean students tend to take part in socialising, as theUnitedNations showed in theirWorld Population Prospects of 2017 (https://esa.un.org/unpd/wpp/Download/Standard/Migration/).Forthegreatproportionoftheacademic-drivenmotivationamongEastAsianrespondents,onepossible reasonmightbe theemphasisonacademicachievement in theEastAsianculture(Leung,2006).Surprisingly,despitethis,academic-drivenmotivationwasmostcommonlyreportednotbyEastAsianbutbyBritishrespondentsinoursurvey,whichflagsfurtherstudiesduetothelackofsupportingevidence.Additionally,manystudies(e.g.Rezig,2015;vandenBerg,2017;Keblawi,2006)have found that thedegreeofdifferencebetweenthelearner'shomecultureandthecultureofthetargetlanguagehasaninfluenceonmotivation,whichcanbefurtherexplored.

ItshouldbenoticedthatthereisarelativelysmallnumberofparticipantfromAfrica,Americas, Middle East and Southeast Asia. Therefore, the percentages of them are notstableorrepresentativeenough.Forexample,oursamplehasonlycoveredonepersonfromAfricasothattheresultmightlosethevalueofbeinganalysed.

As for the relationship between motivation and academic background, differentpatternsofdistributionswithineachcolumnverifiedourhypothesis.Ourworkconcerningthisresearchquestionisnovelsincefewpreviousstudieslookintotherelationshipbetweenstudents' motivation and their courses. It is interesting since only the participants doinghumanities took academic development into account when choosing a language. Weattribute it to the fact that humanities subjects are closely relevant to foreign languagescompared to other subjects, so students learning these subjects tend to attach moreimportance to language skills. For example, by learning a related foreign language, artsstudents might be able to get access to the first-hand materials to better theirunderstandingofdifferent typesof texts.With regard toEconomics,no respondentchosesocial-drivenmotivation answers. It might be associated with the student composition inEconomics,sinceonly3outof16werefromEurope,andFigure5abovehasshownthatonlyEuropeanrespondentsaremotivatedbysocial-relatedfactors.

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3.3Motivation,effortandoutcomesThe results have confirmed the findings of Anisfeld and Lambert (1961 in Lukmani, 1972)that the learnersdrivenby instrumental factors, referring to aneedof fulfilment towardsobjectives driving from a perception of actual benefits (Loewen and Reinders, 2011 inAlghamdi, 2014), would take more efforts to achieve better outcomes in comparison tothosedrivenbypersonalpreferences.Given theconcept that learningbehavioursand learningachievementsarehighly relevant(FisherandFord,1998),weassessedtheresultsacrossFigure4andFigure5bycomparingtherankingsoflearninghoursandscoresamongdifferentgroupsofmotivation(seeTable6below).Werankedthevariablesbytheproportionofthe"favourablecomponent"intermsof hours and scores within the columns, namely the percentage of participants whoseweeklylearningtimewaslongerthanfivehoursandthepercentageofparticipantswhogotfirst-classgrades.

Thecomparisonfoundthatlearninghourscorrespondedwithscoresforrespondents

who identified themselves as being motivated by leisure-driven, academic-driven and/orcareerdrivenmotivation.However,forrespondentsselectinglinguisticand/orsocial-drivenmotivation, their learning hours disagree with their scores to a large extent. Thisdisagreementmay due to two reasons: 1) the functionalmechanismof different types ofmotivationmay vary, that is to say, learners driven by different types ofmotivationmayadoptdifferentstrategiesoflearning,whichwouldnotbeequallyefficient;2)theamountofeffortisnotfullyevaluatedwiththemeasureoflearninghoursalone.Theformerimpliesthedirection for further study, however, the latter exposes a limitationof our data-collectionregarding this research question that we barely measured the effort with rigid length oftime,asFisherandFord(1998)emphasizesthattheamountofeffortincludesnotonlytimeon task but attentional and perceived effort measures. However, despite this, we wouldrathertakeacompromisetoavoidbeingtoodependentonself-reportperceptions.

4ConclusionsThisstudyexploresthecorrelationbetweenthemotivationofforeignlanguagelearninganddifferent variables at beginners' level at the University of Manchester Language Centre.Overall,linguisticandleisurearethedominantmotivationforthestudenttolearnaforeign

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language.Our findingsrefutedour firsthypothesissincesimilarpatternsoccurred in threetarget languages,while the findingspartlyconfirmedthesecondandthirdhypothesis thatpeople fromdifferentbackgroundmayhave variouspreferenceswhen choosing a foreignlanguage to learn, and the learners driven by external factors (or, say, lucrative reasons)wouldtakemoreeffortsandachievebetteroutcomes.

By the understanding of this, the research proposes that the university shouldaddress the significance of foreign language learning for the academic and professionalcareer,whichmightdrivestudentstoputmoreeffortsandattaininghigherachievementinforeignlanguagelearning.

Inourresearch,thereareseveralareaswhereinformationislackingsothatconcreteclaimsaboutthecorrelationbetweenmotivationandothervariablescannotbemade,whichcalls for further studies. In particular, there is a lack of empirical studies on the relationamong variables other than themotivation (for example, the relation between effort andoutcomes)tofindoutwhethertheyaretotallyirrelevantordeeplyinterwoven.Withregardtothedevelopmentonmethodology,weproposethatfuturestudiesshouldtakeadvantageof qualitative approaches to fill any gaps of knowledge after quantitative surveys andconstruct more informative questionnaires including both closed-ended and open-endedquestionstoobtainmorereliabledata.

5ReferencesAlghamdi,A. (2014).Theroleofmotivationasasingle factor insecond language learning.ARECLS,11,1-14.

Alikhateeb,H.M.(2014).ReadingAnxiety,ClassroomAnxiety,LanguageMotivation,ReaderSelf-Perception, and Arabic Achievement of Arab-American Students Learning Arabic as ASecondLanguage.PsychologicalReports,115,3,pp.918-931.

Allison, A. (2006). The Japan Fad in Global Youth Culture and Millennial Capitalism.Mechademia.1.11-21.

Anisfeld,M.andW.E.Lambert.(1961).SocialandpsychologicalvariableinlearningHebrew.JournalofAbnormalandSocialPsychology,63,524-529.

Bouteldjoune, A. (2012) Motivation in Foreign Language Learning Settings: The Case ofArabicintheUSA.Theses.Paper868.

Confederation of British Industry and Pearson. (2013) Changing the Pace. CBI/PearsonEducationandSkillsSurvey2013.CBI/PearsonEducationandSkillsSurvey2013.

DeVaus,D.(2002).SurveysinSocialResearchLondon.5thed.London:Routledge.

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Fisher,S.L.,andFord,J.K.DifferentialEffectsofLearnerEffortandGoalOrientationonTwoLearningOutcomes.PersonnelPsychology,1998.51,397-420.

Fukunaga, N. (2006). “Those anime students”: Foreign language literacy developmentthroughJapanesepopularculture.JournalofAdolescent&AdultLiteracy,50,206–222.

Gardner,R.C. (1985).SocialPsychologyandLanguageLearning: theRoleofAttitudesandMotivation.London:EdwardArnold.

Kagan, O. E. (2012). Heritage Language Learners. In Banks, J. A. (Ed.), Encyclopedia ofDiversityinEducation(pp.1048-1053).ThousandOaks,CA:SAGEPublications.

Keblawi,F.(2006).AReviewofLanguageLearningMotivationTheories.Jameea(12),23-57.

Leung, K. S. F. (2006). Mathematics education in East Asia and the West: Does culturematter?MathematicsEducationinDifferentCulturalTraditions:AComparativeStudyofEastAsiaandtheWest,21-46.

Likert,R.(1932).Atechniqueforthemeasurementofattitudes.ArchivesofPsychology,22.

Loewen, S. and Reinders, H. (2011). Key Concepts in Second Language Acquisition.Basingstoke:PalgraveMacmillan.

Lukmani,Y.M.(1972),Motivationtolearnandlanguageproficiency.LanguageLearning,22:261-273.

Mansell, W. (2016). Born Global: Implications for Higher Education. European Journal ofLanguagePolicy,8(2),258-271.

Markus, H. R., and Kitayama, S. (1991). Culture and the self: Implications for cognition,emotion,andmotivation.Psychologicalreview,98,224.

Nunn,M. (2008).Motivation and belief associated with Japanese language proficiency insocioculturalperspective.JapaneseLanguageandLiterature,42(2),471-494.

Rezig, N. (2015). The Learners’ Educational and Cultural Background Effect on TheirProficiency inLearningEnglish.TheCaseofFirstYearEnglishStudentsatBiskraUniversity.(Doctoraldissertation).UniversityMohamedKhiderofBiskra,Biskra,Argelia.

Schmidt, R., Boraie, D., and Kassabgy, O. (1996). Foreign language motivation: Internalstructure and external connections. In Oxford, R. (Ed.), Language Learning Motivation:Pathways to the New Century (Technical Report #11) (pp. 9–70). Honolulu: University ofHawai‘i,SecondLanguageTeachingandCurriculumCenter.

Schmidt, R., and Savage,W. (1994). Challenge, skill, andmotivation.University of Hawai'iWorkingPapersinEnglishasaSecondLanguage12(2).

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Tinsley,T.andBoard,K.(2013)LanguagesfortheFuture.BritishCouncil.

van den Berg, S. (2017). The Effects of Sociolinguistic Differences on Motivation in L2learners.(Bachelorthesis).UtrechtUniversity,Utrecht,Netherlands.

Williams,M.,Burden,R.,andLanvers,U.(2002). ‘Frenchisthelanguageof loveandstuff’:Student perceptions of issues related tomotivation in learning a foreign language.Britisheducationalresearchjournal,28(4),503-528.

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Appendix

AppendixA:QuestionnaireWewouldliketoinviteyoutotakepartinaresearchstudytitled‘Whatisthemotivationforforeign language learning at beginner level at the University of Manchester LanguageCentre?’Asagroup,wearepartoftheMultilingualManchesterprojectattheUniversityofManchester.Thepurposeofthisresearchstudyistofindoutwhatmotivatesyoutotakeupaforeignlanguage.This questionnaire consists of 16 questions andwill take you approximately 3minutes tocomplete.Yourparticipationinthisstudyisentirelyanonymousandvoluntary,andyoucanwithdrawatanytime.Yourpersonalinformationwillremainconfidentialinrelationtoyouranswersinthisstudy.1.Gender:(1)Male(2)Female(3)Prefernottosay2.AreyouaUKnationalstudent?(1)Yes(2)No.Ifyouareaninternationalstudent,yournationalityis________3.WhatisthenameofyourcourseatUoM?(e.g.Linguistics)[Ifyouarememberofthepublic,pleasetickhere[]andskipthisquestion.]______________________________[]Undergraduate/[]Postgraduate4. Have you studied in the UK prior to the undergraduate degree (e.g. GCSE (GeneralCertificateofSecondaryEducation),A-levels)?(1)Yes(2)No5.Whatis(are)yourfirstlanguage(s)?[Pleasespecifybelow.Youcanwritedownmorethanonelanguage.]_________________________________________6.Doyouuse(orstudy)otherlanguage(s)exceptforyourfirstlanguage(s)andthelanguageyouarelearninginUoMLanguageCentre?

(1)Yes(2)NoIfso,pleasespecifyhere:____________________________7.WhatlanguageareyoulearninginUoMLanguageCentre?(1)Japanese(2)Arabic (3)French8.Areyoucreditedornon-credited?

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(1)Credited(2)Non-credited9.Whydidyouchoosethislanguage?[youcanchoosemorethanoneoption](a)Itismyheritagelanguage(thelanguagewhichmyparentsorrelativesspeak).(b)Thislanguageisrequiredinreligiouspractice.(c)Ihavestudiedthislanguagebefore.Ifyouchoosethisoption,pleasespecifywhenyoustartedtolearnthislanguage(e.g.whenIwasinhighschool):______________________________________(d)Thislanguageislinguisticallyclosetomyfirstlanguage.(e)Iaminterestedinthislanguageitself(e.g.writtensystem,pronunciation).(f)Ineedtobettermycommunicationwithpeoplearoundme(e.g.afriend,apartnerorcolleaguesfromdifferentbackgrounds).(g)Iholdapositiveattitudetowardsthecountry/ieswherethislanguageisspoken(e.g.Ilikethepeople/naturallandscape/traditionthere).(h)Ilikesomeculturalcontentsoriginallypresentedinthislanguage(e.g.Japanesemanga,Frenchcinema).(i)TheculturalbackgroundofthislanguageisdifferentfromtheoneIwasbroughtupandIwouldliketotrynewthings.(j)Thislanguageiscloselyrelatedtomycourseandwillhelpmystudy/research.(k) Speaking this language is a competitive advantage in the jobmarket (particularly thesectorIintendtoenter)(l)Iintendtolive/workabroadinacountrywherethislanguageisspoken.10.Doyouusethelanguageyouarestudyingindailydiscourse?(1)Yes(2)No11.Howmanyhoursdoyouspendstudyingthislanguageapproximatelyperweek?(1)2(2)(3)(4)

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12.Howlikely is itthatyouwillcontinuelearning(orusing)thelanguageyouarestudyingonceyoufinishthebeginners’course?(+2)Verylikely(+1)Likely (0)Notsure(-1)Notlikely (-2)Notatalllikely13.Howlikelyisitthatyouwilltakeaninternationalstandardtestofthislanguage?(e.g Test de connaissance du français (TCF), Japanese Language Proficiency Test (JLPT),ArabicLanguageProficiencyTest(ALPT)(+2)Verylikely(+1)Likely (0)Notsure(-1)Notlikely (-2)NotatalllikelyIfyouhavetakenthiskindoftestalready,pleasetickhere[]14.[Optional]Whatwasyourgradeinthelanguagecourselastsemester?(1)Lessthan40(2)40-49.9 (4)50-59.9(3)60-69.9 (2)70-79.9 (5) 80 and80+15.Whatpositiveeffectdoyouthinklearningthislanguagehashadonyourlifesofar?[youcanchoosemorethanoneoption](a)Bettercommunicativeskillsingeneral.(b)Accesstomoreinformationresourcesandleisureoptions.(c)Forcareerprospects.(4)Others:________________16.Overall,doyoufeelmotivatedregardingyourlanguagecourse?(+2)Verymuch(+1)Yes (0)Notsure(-1)No (-2)Notatall

AppendixB:Theregroupingofstatementsinquestion(9)Group1:Identity-drivenmotivation(a)Itismyheritagelanguage(thelanguagewhichmyparentsorrelativesspeak).(b)Thislanguageisrequiredinreligiouspractice.Group2:Linguisticmotivation(c)Ihavestudiedthislanguagebefore.Ifyouchoosethisoption,pleasespecifywhenyoustartedtolearnthislanguage(e.g.whenIwasinhighschool):______________________________________(d)Thislanguageislinguisticallyclosetomyfirstlanguage.(e)Iaminterestedinthislanguageitself(e.g.writtensystem,pronunciation).Group3:Social-drivenmotivation(f)Ineedtobettermycommunicationwithpeoplearoundme(e.g.afriend,apartner

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orcolleaguesfromdifferentbackgrounds).Group4:Leisure-drivenmotivation(g)Iholdapositiveattitudetowardsthecountry/ieswherethislanguageisspoken(e.g.Ilikethepeople/naturallandscape/traditionthere).(h)Ilikesomeculturalcontentsoriginallypresentedinthislanguage(e.g.Japanesemanga,Frenchcinema).Group5:Academic-drivenmotivation(j)Thislanguageiscloselyrelatedtomycourseandwillhelpmystudy/research.Group6:Career-drivenmotivation(k) Speaking this language is a competitive advantage in the jobmarket (particularly thesectorIintendtoenter)(l)Iintendtolive/workabroadinacountrywherethislanguageisspoken.

Optiondeleted(duetoambiguity)(i)TheculturalbackgroundofthislanguageisdifferentfromtheoneIwasbroughtupandIwouldliketotrynewthings.

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AppendixC:Dataset