Correlations between Motivation and Language Proficiency: A Stimulus Appraisal-Based Study on Indian Undergraduate ESL Learners

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  • Author(s): Sarat K. Doley (ORCID Sarat K. Doley (ORCID 0000-0002-0746-9691)
  • Language:
    English
  • Source:
    MEXTESOL Journal. 2024 48(1).
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: [email protected]; Web site: http://www.mextesol.net/journal/
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Correlation; Learning Motivation; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Writing Skills; Undergraduate Students; Gender Differences; Intellectual Disciplines; Humanities; Engineering Education; Medical Education; Language Tests; Teaching Methods; Foreign Countries
    • Subject Terms:
      India
    • ISSN:
      2395-9908
    • Abstract:
      This article describes the findings of a study on the correlations between English as second language (ESL) motivation, understood as a product of the stimulus appraisal system, and writing proficiency in English among undergraduate Indian ESL learners. The principal objective of the study was to analyze the correlation between the undergraduate Indian ESL learner's motivational sub-checks/constructs, constituted using the stimulus appraisal (SA) theory of affect, and their writing proficiency in English. Additionally, it also attempted to understand the influence of sex and academic disciplines on the correlations. An ESL motivation survey was conducted using a modified version of the Attitude and Motivation Test Battery (Gardner, 1985) on students (N>350) studying in undergraduate programs in the academic disciplines of engineering, humanities, and medical sciences selected using criterion-based sampling, followed by a writing proficiency test in English. It was observed that need/compatibility factors did not significantly correlate with ESL writing proficiency in any of the three subsamples. ESL classroom-related factors within the pleasantness/novelty construct, on the other hand, significantly correlated with ESL writing proficiency. It is hoped that the insights obtained in the study should potentially help design more empirically informed pedagogical methods of ESL teaching.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1420620