Welcome to Francis Academic Press

Frontiers in Educational Research, 2022, 5(19); doi: 10.25236/FER.2022.051906.

The Evaluation of the Influence of College Students’ Integrative and Instrumental Motivations on Their English Learning


Cui Luoqiang

Corresponding Author:
Cui Luoqiang

Sino-German Institute Department, Zhejiang Wanli University, Ningbo, Zhejiang, 315000, China


The learning of English as a second language has been studied for several decades. In order to assist the learners in succeeding it, various teaching methodologies has been invented and developed as well as the research into the individual differences in second language learning. This paper critically discussed and analyzed Gardner’s motivation theory and two kinds of motivations (integrative and instrumental) derived from it as well as the evaluation of their influence on college students’ English learning by providing more empirical studies regarding this topic. It concludes that Gardner’s Integrated Motivation theories could be applied to describe college students’ motivations and furnishes some practical implications of English language teaching to college students based on the influence of these two kinds of motivations.


Integrative motivation, Instrumental motivation, Evaluation

Cite This Paper

Cui Luoqiang. The Evaluation of the Influence of College Students’ Integrative and Instrumental Motivations on Their English Learning. Frontiers in Educational Research (2022) Vol. 5, Issue 19: 26-30. https://doi.org/10.25236/FER.2022.051906.


[1] Al-Tamimi, A., and Shuib, M.,(2009). Motivation And Attitudes Towards Learning English: A Study Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And Technology. GEMA Online Journal of Language Studies: 9(2):pp. 29-55

[2] Chalak, A. and Kassaian, Z. (2010) ‘Motivation and attitudes of Iranian undergraduate EFL students towards learning english’, GEMA Online Journal of Language Studies, 10(2), pp. 37–56.

[3] Crookes, G., and Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41: PP469-512.

[4] Dornyei, Z and Clement, R., (2000) Motivational characteristics of learning different target languages: Results of a nationawide survey. Paper presented at the AAAL Convention, Canada: Vancourver.pp.248-253

[5] Dornyei, Z. (1994) Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78(3): pp273-284.

[6] Dornyei, Z. (2005a). The psychology of the language learner New York: Lawrence Erlbaum Associates: pp124-127.

[7] Dornyei, Z (2005b) Teaching and Researching Motivation Beijing:Foreign Language Teaching and Researching press. pp160-163.

[8] Dornyei, Z., and Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics. London: Thames Valley University Press 4: pp43-69.

[9] Ellis, R. (1997). The study of second language acquisition. Oxford University Press.PP85-88.

[10] Gardner R.C. and Lambert W. E., (1972) Attitudes and motivation in second language learning. Newbury House, Rowley.pp56-60.

[11] Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.pp73-76.

[12] Gardner, R. C.and MacIntyre, P. D. (1993) A student’s contributions to second language learning. PartII: Affective variables. Language Teaching 26:pp.1-11

[13] Heckhausen, H., and Kuhl, J. (1985). From wishes to action: the dead ends and short cuts on the long way to action. In M. Frese and J. Sabini(ed.), Goal-directed behavior: The concept of action in psychology .pp134-160.

[14] Murray, H. A. (1938), Explorations in Personality. New York: Oxford University Press. pp. 139-143

[15] Ryan, R. M. and Deci, E. L. (2000) ‘Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions’, Contemporary Educational Psychology, 25(1):pp.54–67.

[16] Tahaineh, Y. and Daana, H. (2013) ‘Jordanian Undergraduates Motivations and Attitudes towards Learning English in EFL Context’, International Review of Social Sciences and Humanities, 4(2): pp.159–180.

[17] Ushioda, E. (1996) Learner autonomy 5: The role of motivation. Dublin: Authentik,pp121-124.

[18] Williams, M., and Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press. pp246-250.

[19] Wimolmas, R. (2012) ‘A Survey Study of Motivation in English Language Learning of First Year Undergraduate Students at Sirindhorn International Institute of Technology (SIIT), Thammasat University’, FLLT Conference Proceedings by LITU, 2(1): pp.904–915.