MOTIVATION FOR ENGLISH LANGUAGE LEARNING: FIRST STEPS IN CREATING A MORE INCLUSIVE QUESTIONNAIRE

Abstract

Survey questionnaires have consistently been used to measure language learning motivation (LLM) in applied linguistics research. However, in multicultural and multilingual contexts, standardised questionnaires such as Gardner’s Attitude/Motivation Test Battery (AMTB) are more aligned with measuring students’ motivation in Western countries. Therefore, an urgent need to develop motivation rating scales that can be used in various contexts remains. Accordingly, this paper aims to contribute to the limited body of knowledge concerning the foundational knowledge on designing questionnaires for measuring LLM in multilingual settings like South Africa, by proposing a renewed perspective on English language learning. By outlining the rationale for developing a more inclusive rating scale that can potentially yield valid and reliable research outcomes in multicultural contexts, the paper aims to demonstrate how the design of inclusive rating scales can be achieved. Normative methods involved in developing questionnaire scales are briefly described, specifically, the selection of suitable English language learning survey statements and the piloting and refinement of the scale. The proposed scale can be used in conjunction with qualitative methods, to gain a holistic perspective concerning the relationship between motivation variables and English language learning in a multicultural environment.