Dr. Hamoud M. Kadha Investigation

Dr. Hamoud M.
Kadha Dean of Faculty of Education
An Investigation of Students' Extrinsic Reasons for

Choosing English Major in Hodeidah University
Dr. Hamoud M. Kadha
Dean of Faculty of Education-Zabid
Hodeidah University
Abstract
This study attempts to investigate the extrinsic reasons
( i.e. motivational aspects taking place outside the
classroom ) of learning English for students in the
Departments of English at the Faculty of Education
Hodeidah and Zabid and the Faculty of Arts , Hodeidah
University (Yemen) . The findings of this study may yield
further insights for the reasons why such students are
studying English so that we can set up adequate objectives
and choose appropriate materials and techniques that will
answer their needs and meet their interests.
-318-
An Investigation of Students' Extrinsic Reasons for . ..
Introductory Review
In a review of the relevant literature and previous
studies, it seems to be a fact that the effects of attitude
and motivation on foreign/second language learning as
variables,
independent from aptitude
and general
intelligence have been studied extensively by Gardner and
Lambert ( 1972 ), who distinguish between two basic kinds
of motivation : integrative motivation , when the learner
has a genuine interest in the second language community
to the point of eventually being accepted as a member of
it, and instrumental motivation , when the learner is more
interested in the second language as an instrument for
reaching particular goals , such as getting ahead a job . This
suggests that the relation of attitude to motivation is
dependent on the type of motivation. An integrative
motivation, for example, presupposes a positive attitude of
the learner towards target language speakers and their
culture, but a learner who is instrumentally motivated does
not necessarily have a positive attitude towards the target
language group. Other attitudes which are relevant to L2
learning, such as attitudes towards the language, the
teacher and the course, are probably related to both types
of motivation. The results from the earlier studies indicate
that learners with a higher integrative orientation are likely
to achieve greater proficiency than those with instrumental
-319-
Dr. Hamoud M. Kadha Dean of Faculty of Education
motivation. In other words, integrative motivation (the

intention of becoming a part of the target language and
culture) results in more effective language learning than
instrumental motivation. The concept of language ego has
also been used to capture the affective nature of
second/foreign language learning; but these results were
contradicted by Gardner and Lambert themselves when
they studied learners of English in the Philippines and found
that when there is a vital need to master a second
language, the instrumental approach is very effective,
perhaps more
than the integrative. Lukmani (1972),
studying learners of English in India, also found that
proficiency in English was significantly related to
instrumental and not integrative motivation. Al-sohbani
(1998) on a study on Yemeni general secondary school
students reached similar conclusions. Littlewood (1984 )
points out that in the type of studies mentioned earlier,
English is learned as an international language rather than
with reference to community of English native speakers , so
that it is not surprising if integrative attitudes are not so
significant as the learners instrumental reasons for wanting
the language , and Ely (1986), while acknowledging that the
concepts of integrative and instrumental motivation have
been valuable , believes they present several problems
because it is not always possible to distinguish between
-320-
them and because it is not clear whether the integrative

/instrumental conceptualization captures the full spectrum
of student motivation.
More recently, however, the distinctive roles of attitude
and motivation have been redefined (see e.g. Els et al:
1983). It is now argued that attitudes are directly related to
motivation, which in turn is directly related to L2 learning.
In other words, attitudes should be viewed as motivational
supports and not as factors which have a direct effect on L2
learning. Moreover, motivation to learn a language is not
only determined
by attitudes, but also
by other
motivational elements such as the desire to please
teachers and parents , promise of a reward, or experience
of success, methods of teaching, classroom conditions , age
and level of students etc ( see Harmer,1983:pp: 3-8).
However, these latter aspects are not the primary concern
of this study.
Rationale for the Study

There is no accurate date for the start of
teaching/learning English in Yemeni schools; however, it is
agreed that the formal beginning was after the 1962
September revolution in the former Northern part of the
country when English first appeared in schools as a subject
but with no definite syllabus. It is also assumed that the
-321-
teaching/learning of English was introduced in the former

Southern part of the country much earlier as it was an exBritish colony.
Now the English language teaching and learning is
growing rapidly in the united Yemen. Since the official
language of the country is Arabic, English is in every aspect
a foreign language.
The formal teaching of English begins in the 7th grade
and continues throughout basic education, secondary
school and university. English is taught 4-5 hours a week. At
the universities and other institutions for higher education,
English classes are part of the requirements for graduation.
In addition to English literature and linguistic programs,
there are many TESOL programs offered at the Teachers'
Training Colleges. English classes are also popular outside
the formal education systems. Private schools, institutions
and universities are popping up in various parts of the
country. They provide courses for every age, level and
interest: from beginners to advanced learners, from courses
for children as young as four to courses for professionals
and senior citizens. There are also many ELT programs on
TV and radio and newspapers in English for students at
various levels. In addition, there is a growing tendency for
multimedia courses: textbooks, listening comprehension
-322-
cassettes, video cassettes, and computer software. This is

the trend of the present and the future. The primary
objective for teaching English in Yemen is to prepare
students for communication with the outside world. Most
of Yemen's political relations, economic dealings, tourist
and cultural activities are conducted in English. As modern
technology brings the world closer more and more, Yemenis
are discovering a need to expand their knowledge of the
English language. The leadership represented by the
president Ali Abdullah Saleh emphasized in a speech in
Hoseiniah Festival (8th March 2008) the essential necessity
of learning English and directed the government to
introduce the teaching of the language at all stages of
education. It is clear now that English is no longer just a
subject in the educational curriculum. It is seen as a means
of advancement and an international channel of
communication in the present and the future.
-323-
Aims of the Study

The Aims of the Present Study are as Follow:
1- To investigate the extrinsic motivation for students
choosing English major in Hodeidah University.
2- To explore the pedagogical implications of
research
findings for the educational reform and language

planning.
Questions of the Study

This study attempts to find out the answer to the following
questions:
1- Why do students in the Faculties of Education and Arts
join the English specialization?
2- What is the type of motivation for Education students
and Arts students choosing English major?
3- Is there any consistent agreement in extrinsic
motivation for learning English between Education
students and Arts students?
-324-
Research Hypothesis
My hypothesis is that the students of English major at the
Faculty of Education and the Faculty of Arts are
instrumentally motivated to read, write and speak English
fluently because of the importance of English as a world
language. This hypothesis comes from the interest shown
by the learners to get high marks in the English subject in
the secondary school leaving certificate and to pass the
English courses at the University with distinction, a shortterm goal, and their interest in becoming fluent speakers of
English and acquiring good posts, long-term goals.
Description of the Sample

The study included 235 first year students (57 males 178
females) studying English in the Faculty of Education- Zabid
(66 students) and Faculty of Education, Hodeidah (83
students) and the Faculty of Arts (86 students), Hodeidah
University.
The subjects under investigation joined the English
Departments either to become qualified teachers or to
work in the private sector after four years of study and
training in the university. They belong to the age group
eighteen to twenty four years and have similar language
-325-
background. The first year college students were selected

for the sample because at this stage, it was commonly
assumed that the students responses to the questionnaire
would be to some extent frank and an accurate reflection
of the students reasons for learning English after six years
of learning the language as a compulsory subject in
schools .
Data Collection Instrument

To answer the above questions and test the hypothesis
mentioned earlier, a questionnaire (see Appendix 1) was
designed and used to discover the learners' points of view and
analyze the types of motivation students involved in the study
possess in learning English so that we can gain more insights
into the way learners perceive the role of motivation and
attitudes on their study and the effect that this perception
seems to have on their learning. The design of the instrument
was based on teaching experience, consultation and review of
relevant literature.
Gay(1976) said "Descriptive research involves collecting
data in order to test hypotheses or to answer questions
concerning the current status of the subject of the study. A
-326-
descriptive study determines and reports the way things

are"(p. 20). The important steps in administering a
questionnaire are statement of the problem, selection of
the subjects, construction of the questionnaire, validation
of the questionnaire, and analysis of the results. Gay
maintains, as a general guideline, the questionnaire should
be attractive and brief, and as easy to respond to, as
possible. Sloppy questionnaires turn people off,
questionnaires requiring lengthy responses to each
question really turn people off.
Following, Gay's guidelines, the data collection
instrument consisted of 20 items designed to elicit students'
responses concerning the importance of English for
students under investigation, students' attitudes towards
the target culture and literature. The questionnaire also
contained some aspects related to the motivational reasons
for learning/studying English, such as passing English
courses, getting better jobs or higher salary, working in
international organizations or enjoying English movies and
songs or because it is the language of technology and
media or the students study English because it is an
international language so that they can communicate with
other people in English, know about other peoples' culture
and literature, talk with foreign tourists, pursue their higher
study abroad or they like the life of American and British
-327-
people so they perfect their English language inside and

outside the class. The instrument also intended to seek
whether students think that knowledge of English gives
them prestige in society, an opportunity to travel or migrate
to other foreign countries, more access to information or
they study English because of the pressure of their family or
better than the study of other subjects or it gives them an
opportunity to invite non-muslims to Islam and so on.
Students were asked to categorize each item using a
five-point Likert scale ranging from strongly agree to
strongly disagree. The subjects were also asked to add any
other reasons for learning English if they desired. The data
gathering tool included other information such as name
gender, college, age and country.
As a check for the validation of the questionnaire, it was
administered in one of the classes as representatives of the
sample. A few students suggested adding some more items.
The questionnaire was also shown to some colleagues for
comments. Based on their suggestions, some items were
added and others restructured. During the main
administration, some of the items were translated because
of the inadequacy of English language skill with some
students. It cannot, however, be claimed that the data
gathering instrument is exhaustive.
-328-
Results and Interpretations

As shown in Appendix 2, Tables A , B and C, most of the
answers of the questionnaire population concerning the
importance of learning English , item 1 were under the
category strongly agree (Education-Zabid %71, EducationHodeidah %71 and Arts %79). This means that the great
majority are aware of the vital importance of English to
them.
With respect to item 2 that knowledge of English helps
students in passing English courses , the responses of the
target students varied between strongly agree (EducationZabid %40.90 , Education-Hodeidah %45.68 and Arts
%47.67) and agree ( Education-Zabid %53.03 , EducationHodeidah 48.19 and Arts %50 ) . This probably suggests that
a large number of students in the three colleges consider
passing courses as a means rather than an end.
The responses to items 3, 4 and 5 (i.e. getting a better
job, higher salary and working in global organizations)
indicate direct instrumental reasons for learning English ,
despite the fact that most of students' responses in the
three colleges were approximately equal
under the
categories of strongly agree (Education Zabid %33.33,
%24.24 and %43.93 , Education-Hodeidah %44.57, %34.93
-329-
and %38.55 and Arts %47.67, 38.37 and %44.18)) and agree
(Education-Zabid %40.90, % 33.33 and %27.27, EducationHodeidah %39.75 ,%34.93 and %45.73 and Arts %41.86, %
44.18 and %46.51) . The results also show that there are
considerable percentages under the category undecided.
This probably gives rise to the question of unemployment
which leads to the students' frustration and confusion of
the future. As shown through the tables , more than half of
the target students under the first two categories enjoy
their English movies and songs
because of English
knowledge, item 6: strongly agree (Education-Zabid %
25.75, Education-Hodeidah% 33.73 and Arts % 32.55) and
agree (Education-Zabid %33.33, Education-Hodeidah
%39.75 and Arts %44.18). The percentage of Education
Zabid students, however, is less than the other two
colleges. This might be due to the fact that the latter are
situated in the urban area (Hodeidah city) so students are
more open to such a western culture while Zabid students
are otherwise. In response to item 7, the vast majority of
the students in the three colleges (above %70 under
strongly agree and agree) endorsed the view that English is
the language of science and technology. The results of item
8 revealed that about 200 students out of 235 (above %80
between strongly agree and agree) considered English as an
international language. The students' responses to item 9
-330-
made it clear that the largest number of students (more

than %80 either strongly agree or agree), see English as a
means for communication with people speaking in English.
The results of item 10 related to how English help people to
know about others' culture and literature show some
diversity in students' responses. while the students of Zabid
and Hodeidah give this item moderate rates (%70 ), the
majority of Arts students give it a very high rank ( more
than %80). This might be due to the fact that most subjects
of Arts students are related to literature. In response to
item 11, the students of the three colleges indicate that
English help them talk with foreigners (about %80 between
strongly agree and agree), despite the fact that Arts
students are more enthusiastic in their responses. The
results of item 12 clearly show dissimilarities between the
responses of Education students and Arts students. Only
%50 of Education students think that English helps a person
pursue his study abroad, whereas about %85 of Arts
students think so. This may suggest that Education students'
perceptions are not clear while Arts students are more
positive of the future. Few students (less than %30) in the
three colleges exert no effort to improve their English as
shown in the responses to item 13.
An analysis of the results of item 14 indicates that only
half students of Education in Zabid (about %50 strongly
-331-
agree and agree) view that knowledge of English gives them

prestige in the community, while about %80 of Arts and
Education students strongly endorse this aspect. This means
that students in a civil and commercial seaport like
Hodeidah are more aware of the social advantage of this
element. In reply to item 15, more than 200 students out
of 235 in the three colleges (above %80) emphasize the
relationship between knowledge of English and access to
information in the internet. The top priority given to the
answer of this item proves that English is the only way for
students in the present time to search and improve their
knowledge in a wide variety of different fields. A careful
study of the responses to item 16, show that family still in
one way or another plays an important role in the choice of
students' future study. This actually contradicts with the
new trends of learning which give the students an
opportunity to choose what and how to learn according to
their interest , needs and abilities , because this will
certainly help them to succeed in their study and life. The
results of item 17, clearly indicate that about half students
(%50 strongly agree and agree) consider the study of
English better than the study of other subjects. This
supports the assumption that students of English are easier
to get jobs after graduation. However, the other half of
students are not sure about their future as the problem of
-332-
unemployment increases annually. The responses to 18,

coincide with our expectation. The vast majority of students
in the three colleges claim that they study English in order
to invite people to Islam. In Muslim communities, it would
be unacceptable and odd for the students to say otherwise.
Items 19 and 20 clearly stand for the integrative reasons.
The significant percentages of students in Arts (about
%78 between strongly agree and agree) and EducationHodeidah(%75 between strongly agree and agree) evidently
express their admiration of British and American way of life
as well as traveling for the sake of citizenship. However,
students in Education-Zabid are less enthusiastic for the
British or American way of life (only %58) because most
students have conservative background , although the
majority of them want to migrate to Europe or America and
become a western citizen(about %72). Further investigation
is needed here.
The other findings for learning English elicited from
students endorse the instrumental motivation rather than
the integrative one. The following are only examples of
students' extra opinions concerning their reasons for
choosing English major.
English is the language by which we can convey our
culture and literature to different countries.
-333-
English helps people to widen their intellectual horizon.

If we speak English well, we will be able to have more
foreign friends.
I want to understand the others and work in any country
outside Yemen.
To be accepted as a member of the native speaker
community.
To be familiar with the western culture.
I have a diploma in computer programming, so I need
English to be abetter programmer.
I want to become a translator or a teacher.
In order to get a recognition and economic advantages.
It is necessary in the modern life because if you want to
work in any company, you must know how to speak and
write English well .
I learn English because there is a great demand for it.
I study English because my family and natives of my
village encouraged me to learn English and comeback to
teach them.
To understand how the globalization will destroy us.
I study English because I want to become a web designer.
-334-
The overall analysis of the results clearly support our

hypothesis that students are instrumentally motivated for
learning English as shown in the table below. And that the
students of the Faculty of Education-Hodeidah and Zabid
and students of the Faculty of Arts have almost consistent
agreement regarding most of the various aspects related to
instrumental and integrative motivation for learning
English.
Percentage (%) and Mean (M) of the Results
In the Three Faculties
Name of
Faculty
Faculty of
Education
Zabid
Faculty of
Education
Hodeidah
Faculty of
Arts
Strongly
Agree
%
M
No.
of
Ss
Agree
Undecided
Strongly
Dis
%
M
Disagree
66
36.06
23.8
34.17
22.55
13.94
9.2
9.85
6.5
5.98
3.95
83
37.35
31
40.54
33.65
10.26
8.5
7.41
6.15
4.46
3.7
86
43.26
37.2
40.58
34.9
7.67
66
4.88
4.2
3.60
3.1
The table above also shows that Arts students are more
instrumentally
motivated
than
Education
students.
However, it must be said that there are only two items

which are directly related to integrative motivation as
-335-
stated earlier compared with 18 items focusing on

instrumental one and this to some extent make it difficult
to reach conclusive conclusions. It is also important to point
out that male-female variables are not investigated in this
study. Therefore, additional studies are needed to confirm
our findings.
In essence, knowledge of English can provide students with
skills that pave the way for them to a prosperous future.
Besides, the results indicate that students consider English
as important to both their career and private life. Also,
motivation is the highest element when learning is seen to
be of great usefulness to learners.
-336-
Pedagogical Implications and Concluding Remarks

As clearly pointed out in the preceding discussion that
this study on its own is no way conclusive, but the results
would serve as a resource for those interested in TEFL/TESL
In other words, the descriptive analysis shows that the
findings may become a resource for a careful analysis of
learners' needs , an area which is usually neglected by
course designers in Yemen and other countries.
Besides, the responses indicate that students who are
at an advanced language level need material of a high
motivational value in order to make significant progress. For
those trainees to become teachers in schools or to work in
the private sector, the language
is not only a vital
instrument for gaining knowledge and success , but it is

itself
the object
of study and as such
needs to be
motivational in itself. Objective theoretical and descriptive

courses, such as Syntax, Phonetics,
Phonology and
literature are not enough in themselves. Students need to

feel involved in the language subjectively, in a similar way
-337-
to a native speaker. They need to develop a feeling for the

language as something inherent which they are able to use,
if they wish to express their own thoughts and feelings.
They need to use language for various purposes.
This means that the parties involved in decision-making
should set positive, attainable goals with students and help
them work toward those goals. Because, by finding out
what their academic goals are and trying to help them
progress toward these goals, classroom work can be made
more individually meaningful. The identification of students'
needs and interests is seen as the most important factor
contributing to the success of English learning. In this way, it
can be understood that all the elements concerning
motivation inside and outside the classroom are integral,
and students' motivation for learning the English language
may be a mixture of the aspects we have been discussing
and other aspects related to intrinsic motivation, such as
methods used by teachers, learner's styles, communicative
learners, selection and authenticity of teaching materials,
-338-
stimulation of interest in the subject and so on (see Harmer,

1983).
Now that English appears to have become the language
of the status and prestige in Yemen, it is paramount to
support the plea of most Yemeni educationists of the
country to give urgent and immediate attention to
educational reform in such a way that English should be
learned from the early schooling.
This, in effect, would
support popular language attitudes.

Several studies (e.g. Harlech-Jones, 1987 and Mackeys,
1984) emphasize the importance of language attitudes
since
the success or failure of educational programs
depend enormously on public enthusiasm and support.

However, we should deal with the results of this study
with some cautions because we have no real way of
knowing what the learner was thinking when he/she
completed the questionnaire. In a self-report format, the
learners may select statements which, according to their
own values, are self-flattering. Alternatively, they may
-339-
select statements which they believe the questioner would

like them to select, regardless of what their personal views
are. If we want to ensure what kind of values the learner is
using in his/her choice of statements, we may in fact be
measuring something other than attitude or motivation
with regard to the foreign/ second language learning.
Moreover, self-report indications of positive attitude seem
to change in line with changes in achievement
during a
course of foreign/second language study. In other words,

attitude becomes more positive toward a language when
the learner experiences success in the study of that
language and vice-versa (see Oller and Perkins, 1978 and
Oller, 1981).
To conclude, the findings of this study deserve serious
consideration of ELT experts, educational authorities and
others directly involved in the task of promoting and
improving the teaching of English in Yemen. In addition,
these findings will help the educationists and experts in
the field to reform and plan the ELT programs at both
school and university in a way that the scope and the focus
-340-
of such programs should be clearly defined in terms of

the needs, interests and requirements of the learners so as
to achieve the attainable/tangible objectives and produce
desired results.
-341-
References
Al-sohbani, Y (1998). Attitudes and Motivation of Yemeni
Secondary School Students and English Language Learning,
Doctoral Thesis. Pune: University of Pune.
Els, T. V . Bongaerts, T . Extra, G . Os, C.V and Dieten, A.M.J,(1983).
Applied Linguistics and the Learning and Teaching of
Foreign Languages. Nijmegen: Tilburg.
Ely, C. M. (1986)." Language Learning Motivation: A descriptive and
casual analysis". Modern Language Journal , 70,1.
Gardner, R. and Lambert, W. (1972). Attitudes and Motivation in
Second Language Learning . Rowley,Mass: Newbury House.
Gay. L.R. (1976). Educational Research: Competencies for Analysis
and Application . Merrill Publishing Co.: Columbus, Ohio.
Harmer, J. (1983). The Practice of English Language Teaching.
London: Longman.
Harlech-Johns, B. (1987). Implementing Language Policy Decisions
in Education. Cape Town: The Language Education Unit.
Littlewood,W. (1984). Foreign and Second Language Learning.
Cambridge: Cambridge University Press.
Lukmani, Y. (1972). Motivation to Learn and Language Proficiency.
Language Learning, Vol. 22. P: 72.
Mackey, W. (1984). Bilingual Education and its Social Implications.
London: Academic Press.
-342-
Oller, J. (1981) . "Can Affect be Measured?" IRAL. Vol. 19 . pp:227-35

Oller, J. and Perkins, K. (1978). Intelligence and language proficiency
as sources of variance in self-reported affective Variables.
Language Learning. Vol.28, pp:85-97.
Saleh, A.A. (2008). "Presidential Speech". Hoseiniah Festival:
Hodeidah Governorate . Yemen.
-343-
Appendix 1
Questionnaire
Sex:
Age:
Name (Optional):
Level: Faculty:
Country:
INSTRUCTION: With reference to each statement, please tick honestly ONLY ONE
BOX that reflects some of your reasons for learning/studying English.
No. of
items
1
2
10
11
12
13
14
Reasons
Strongly
Agree
Learning English is important.

Knowledge of good English helps
a person pass English courses.
Knowledge of English gives a
person an opportunity to get a
better job.
person more chance to get higher
salary.
Being able to speak English
fluently helps a person to work
with international organizations.
Knowledge of English helps a
person enjoy his/her favourite
English movies and songs.
English is the language of science,
technology, media, and education
Study of English is important
because it is an international
language.
English helps a person
communicate in English with
English speaking people.
English helps a person to know
about other peoples' culture and
literature.
English helps a person talk with
foreigners especially, tourists.
Knowledge of English helps a
person to pursue his / her study
abroad.
Liking English exerts a person to
improve his/her language outside
of class.
person prestige in society.
-344-
Agree
Undecided
Disagree
Strongly
Disagree
Appendix 1
No
.of
items
15
16
17
18
19
20
Strongly
Agree
Reasons
Agree
Undecided
Knowledge of English gives a person

more access to information in the
internet.
I study English because of the
pressure of my family.
Study of English is better than study
of other subjects.
Being able to speak English fluently
gives a person an opportunity to call
non-Muslims to embrace Islam.
The culture and way of life of English
speaking people, especially the British
and American, encourage me to
perfect my English.
Knowledge of English gives me an
opportunity to travel/ migrate to
Britain or America and become a
Western citizen.
Disagree
Strongly
Disagree
Note: If you have any other reasons for learning English, please write them
below. Thank you in advance for your kind cooperation.
-345-
Appendix 2
Table (A)
Students' Results, Faculty of Education-Zabid
Faculty of Education-Zabid
No.
Reasons
S.A
Un
S.D
71.21
27.27
1.52
40.91
53.03
3.03
1.52
1.52

person pass English courses.
Knowledge of English gives a person an

opportunity to get a better job.
33.33
40.91
22.73
1.52
1.52
Knowledge of English gives a person more

chance to get higher salary.
24.24
33.33
25.76
16.67
Being able to speak English fluently helps

a person to work with international
organizations.
43.94
27.27
16.67
7.58
4.55
Knowledge of English helps a person enjoy

his/her favourite English movies and songs.
25.76
33.33
21.21
9.09
10.61

31.82
37.88
13.64
10.61
6.06
Study of English is important because it is

an international language.
50.00
28.79
7.58
13.64
English helps a person communicate in

English with English speaking people.
43.94
37.88
12.12
6.06
10
English helps a person to know about

other peoples' culture and literature.
45.45
27.27
13.64
10.61
3.03
11
English helps a person talk with foreigners

especially , tourists.
48.48
30.30
7.58
10.61
3.03
12
Knowledge of English helps a person to

pursue his / her study abroad.
25.76
37.88
18.18
13.64
4.55
13
Liking English exerts a person to improve

his/her language outside of class.
28.79
37.88
15.15
13.64
4.55
14

prestige in society.
19.70
31.82
21.21
18.18
9.09
15

access to information in the internet.
45.45
30.30
12.12
6.06
6.06
16
I study English because of the pressure of

my family.
18.18
22.73
15.15
10.61
33.33
-346-
Faculty of Education-Zabid
No.
17
18
19
20
key
S.A
A
Un
D
D.S
Reasons
Study of English is better than the study of

other subjects.
Being able to speak English fluently gives
a person an opportunity to call nonMuslims to embrace Islam.
speaking people , especially the British and
American , encourage me to perfect my
English.
Knowledge of English gives me an opportunity
to travel/ migrate to Europe or America and
become a Western citizen.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
-347-
S.A
Un
S.D
28.79
28.79
10.61
13.64
18.18
42.42
37.88
9.09
9.09
1.52
18.18
40.91
18.18
15.15
7.58
34.85
37.88
13.64
9.09
4.55
Table (B)
Students' Results, Faculty of Education-Hodeidah
Faculty of Education-Hodeidah
No.
10
11
12
13
14
15
Reasons

a person pass English courses.
an opportunity to get a better job.
more chance to get higher salary.
helps a person to work with
international organizations.
Knowledge of English helps a person
enjoy his/her favourite English movies
and songs.
Study of English is important because
it is an international language.
English helps a person communicate
in English with English speaking
people.
English helps a person to know
about other peoples' culture and
literature.
English helps a person talk with
foreigners especially , tourists.
Knowledge of English helps a person
to pursue his / her study abroad.
Liking English exerts a person to
improve his/her language outside of
class.
more access to information in the
internet.
-348-
S.A
Un
S.D
71.08
26.51
2.41
45.78
48.19
4.82
1.20
44.58
39.76
6.02
7.23
2.41
34.94
34.94
15.66
8.43
6.02
38.55
45.78
9.64
2.41
3.61
33.73
39.76
8.43
12.05
6.02
37.35
36.14
9.64
8.43
8.43
67.47
26.51
3.61
1.20
1.20
43.37
43.37
9.64
1.20
2.41
31.33
51.81
9.64
7.23
33.73
45.78
14.46
4.82
1.20
22.89
37.35
27.71
9.64
2.41
27.71
51.81
8.43
7.23
4.82
28.92
45.78
14.46
6.02
4.82
33.73
54.22
9.64
2.41
Faculty of Education-Hodeidah
No.
16
17
18
19
20
key
S.A
A
Un
D
D.S
Reasons
I study English because of the pressure

of my family.
Study of English is better than the
study of other subjects.
speaking people , especially the British
and American , encourage me to
perfect my English.
Europe or America and become a
Western citizen.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
-349-
S.A
Un
S.D
9.64
30.12
8.43
28.92
22.89
21.69
32.53
7.23
24.10
14.46
53.01
24.10
16.87
1.20
4.82
25.30
49.40
13.25
10.84
1.20
42.17
46.99
4.82
6.02
Table (C)
Students' Results, Faculty of Arts
Faculty of Arts
No.
Reasons
S.A
Un
S.D
79.07
19.77
1.16
47.67
50.00
2.33

person pass English courses.
Knowledge of English gives a person an

opportunity to get a better job.
47.67
41.86
8.14
2.33

chance to get higher salary.
38.37
44.19
12.79
2.33
2.33
Being able to speak English fluently helps a

person to work with international
organizations.
44.19
46.51
8.14
1.16
Knowledge of English helps a person enjoy

his/her favourite English movies and songs.
32.56
44.19
12.79
5.81
4.65

40.70
44.19
8.14
4.65
2.33
Study of English is important because it is

an international language.
70.93
19.77
3.49
5.81
English helps a person communicate in

English with English speaking people.
58.14
37.21
3.49
1.16
10
English helps a person to know about

other peoples' culture and literature.
44.19
40.70
6.98
4.65
3.49
11
English helps a person talk with foreigners

especially , tourists.
41.86
48.84
5.81
3.49
12
Knowledge of English helps a person to

pursue his / her study abroad.
34.88
50.00
9.30
4.65
1.16
13
Liking English exerts a person to improve

his/her language outside of class.
40.70
46.51
4.65
5.81
2.33
14

38.37
46.51
10.47
1.16
3.49
15

access to information in the internet.
40.70
47.67
8.14
3.49
-350-
Faculty of Arts
No.
16
17
18
19
20
key
S.A
A
Un
D
D.S
Reasons
I study English because of the pressure

of my family.
Study of English is better than the
study of other subjects.
speaking people , especially the British
and American , encourage me to
perfect my English.
Europe or America and become a
Western citizen.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
-351-
S.A
Un
S.D
20.93
26.74
5.81
19.77
26.74
27.91
32.56
8.14
16.28
15.12
47.67
31.40
6.98
9.30
4.65
37.21
41.86
16.28
1.16
3.49
31.40
51.16
11.63
5.81

Dr. Hamoud M. Kadha Investigation

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Dr. Hamoud M. Kadha Investigation

Încărcat de

Drepturi de autor:

Formate disponibile

Dr. Hamoud M.

Kadha Dean of Faculty of Education

An Investigation of Students' Extrinsic Reasons for

An Investigation of Students' Extrinsic Reasons for . ..

Dr. Hamoud M. Kadha Dean of Faculty of Education

motivation. In other words, integrative motivation (the

An Investigation of Students' Extrinsic Reasons for . ..

them and because it is not clear whether the integrative

Rationale for the Study

Dr. Hamoud M. Kadha Dean of Faculty of Education

teaching/learning of English was introduced in the former

An Investigation of Students' Extrinsic Reasons for . ..

cassettes, video cassettes, and computer software. This is

Dr. Hamoud M. Kadha Dean of Faculty of Education

Aims of the Study

findings for the educational reform and language

Questions of the Study

An Investigation of Students' Extrinsic Reasons for . ..

Description of the Sample

Dr. Hamoud M. Kadha Dean of Faculty of Education

background. The first year college students were selected

Data Collection Instrument

An Investigation of Students' Extrinsic Reasons for . ..

descriptive study determines and reports the way things

Dr. Hamoud M. Kadha Dean of Faculty of Education

people so they perfect their English language inside and

An Investigation of Students' Extrinsic Reasons for . ..

Results and Interpretations

Dr. Hamoud M. Kadha Dean of Faculty of Education

An Investigation of Students' Extrinsic Reasons for . ..

made it clear that the largest number of students (more

Dr. Hamoud M. Kadha Dean of Faculty of Education

agree and agree) view that knowledge of English gives them

An Investigation of Students' Extrinsic Reasons for . ..

unemployment increases annually. The responses to 18,

Dr. Hamoud M. Kadha Dean of Faculty of Education

English helps people to widen their intellectual horizon.

I study English because I want to become a web designer.

An Investigation of Students' Extrinsic Reasons for . ..

The overall analysis of the results clearly support our

However, it must be said that there are only two items

Dr. Hamoud M. Kadha Dean of Faculty of Education

stated earlier compared with 18 items focusing on

An Investigation of Students' Extrinsic Reasons for . ..

Pedagogical Implications and Concluding Remarks

is not only a vital

instrument for gaining knowledge and success , but it is

of study and as such

motivational in itself. Objective theoretical and descriptive

literature are not enough in themselves. Students need to

Dr. Hamoud M. Kadha Dean of Faculty of Education

to a native speaker. They need to develop a feeling for the

An Investigation of Students' Extrinsic Reasons for . ..

stimulation of interest in the subject and so on (see Harmer,

This, in effect, would

support popular language attitudes.

the success or failure of educational programs

depend enormously on public enthusiasm and support.

Dr. Hamoud M. Kadha Dean of Faculty of Education

select statements which they believe the questioner would

course of foreign/second language study. In other words,

An Investigation of Students' Extrinsic Reasons for . ..

of such programs should be clearly defined in terms of

Dr. Hamoud M. Kadha Dean of Faculty of Education