Hierarchical Importance of Instrumental and Integrative Orientations on Students’ Achievement in Learning ESL: An Empirical Study
Rajni Singh, Birla Institute of Technology and Science Pilani (India)
Sanjiv Kumar Choudhary, Birla Institute of Technology and Science Pilani (India)
The importance of socio-psychological factors has been emphasized for a long time in language education in general and learning of English as a second language (ESL) in particular. Gardner’ (1985) Attitude and Motivation Test Battery (AMTB) is one of the most used instruments to measure students’ language learning orientations and attitude towards learning ESL. The present study reports the findings of impact of different language learning orientations on high school students’ achievement in learning ESL (AESL) in Indian context. The study has used Gardner’s (1985) AMTB as an instrument to measure the students’ instrumental and integrative orientation. The study has used random sampling technique for data collection. The respondents are the students of class ten of secondary schools affiliated to Central Board of Secondary Education (CBSE) in Jhunjhunu district, Rajasthan (India). The grades of students in ESLawarded by the CBSE have been considered for their achievement measurement. The study validated the questionnaire by assessing the reliability and doing factor analysis before performing the final data collection.A t-test and regression have been used for analysis. The results indicate that instrumental orientation hasgreater impact than integrativeorientation on students’ AESL.