Motivational Factors for Learning Foreign Language at UiTM

Hanis Najwa Shaharuddin, Fudzla Suraiyya Abdul Raup, Muhammad Hatta Shafri and Siti Saleha Sanusi
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Hanis Najwa Shaharuddin: Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam, Malaysia
Fudzla Suraiyya Abdul Raup: Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam, Malaysia
Muhammad Hatta Shafri: Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam, Malaysia
Siti Saleha Sanusi: Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 1258-1273

Abstract: This study examines the motivations driving undergraduates at Universiti Teknologi Mara (UiTM) in Malaysia to learn foreign languages, addressing the challenges and issues associated with language learning in the country. Although foreign languages are introduced early in Malaysian primary schools, student motivation often declines as they advance to university, and achieving satisfactory language proficiency remains a challenge. Building on previous research, this study highlights the importance of both intrinsic and extrinsic motivation in language learning. Integrative motivation, which involves a desire to connect with and understand foreign cultures, and instrumental motivation, which focuses on practical benefits such as career advancement, are identified as key factors. Additionally, the study underscores the significance of attitudinal motivation, which includes students’ attitudes towards their learning environment, such as teacher effectiveness, course content, and peer interactions. These motivational factors are interconnected and collectively influence students’ engagement and success in acquiring foreign languages, reflecting the complexity of language learning motivation. Using a quantitative approach, the study surveyed 254 students from a population of 2,590 enrolled in Arabic, German, French, and Japanese courses at UiTM, employing a questionnaire based on the Foreign Language Learning Motivation Questionnaire (FLLMQ-6). The findings reveal that the strongest motivators are the desire to become global citizens and to understand foreign cultures, with career and economic benefits also playing a significant role. However, students show less motivation to fully integrate into foreign cultures and feel uncomfortable speaking foreign languages in formal settings. In contrast, they are strongly motivated to learn foreign languages for the purpose of communicating with foreigners, indicating greater comfort interacting in informal settings. The study recommends creating supportive, low-pressure learning environments, incorporating culturally immersive activities, and providing real-world communication scenarios to better align with students’ motivations. These insights are essential for refining language education policies and practices to better address the needs of diverse learners in a globalized context.

Date: 2024
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