The Effects of Gender, Major, and a New Socioeconomic Context on the Motivational Orientations of Chadian University EFL Students

• Other Authors: Houroumtcho, Dogossou (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Education
• Online Access: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3738

This study investigated the motivational orientations of Chadian university ESL students and how those orientations related to the subjects' perceptions of the recent oil project in Chad. It is hoped that the results of the study would add to our understanding of the role of external and internal factors that affect second/foreign language learners' attitudes. The study was based in the Self-Determination Theory which, arrays motivation along a continuum from Amotivation to External Motivation and Intrinsic Motivation. This study used a questionnaire developed by Noels, Pelletier, & Clément (2001) to investigate language learners' motivational orientations and a self-developed questionnaire to assess the perceptions of the oil project underway in Chad by students in three majors: English, Engineering and Business. These subjects were randomly selected from the entire population of students enrolled at the University of N'Djaména and the School of Engineering (Ecole Nationale des Travaux Publics) in the three majors cited. These three majors were chosen based on their potential to be employed in the oil industry. Of the 400 questionnaires sent out, 208 were returned and 200 were usable. The results of the study suggest that the majority of students indicated no sign of Amotivation (89%). Instead, almost 80% showed strong motivation to learn English regardless of the employment situation in the oil project. The one-way ANOVA analyses indicated that there was a significant relationship between the students' motivational orientations and their perceptions of the oil project. The tow-way ANOVA showed an interaction between major and oil project effect when Amotivation, External Regulation, Introjected Regulation and Intrinsic Motivation-Stimulation where used as dependent variables. === A Dissertation submitted to the Department of Middle and Secondary Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Fall Semester, 2004. === October 22, 2004. === Attitudes In Learning A Second Language, External Incentives, Oil Project, Motivational Pyschology === Includes bibliographical references. === Elizabeth Platt, Professor Directing Dissertation; William Cloonan, Outside Committee Member; Frederick L. Jenks, Committee Member; N. Eleni Pappamihiel, Committee Member.