Language learning motivation of grade 12 learners in Bhutan

Abstract

This study aimed at investigating a type of motivation predominant among Grade 12 English language learners in one of the eastern districts of Bhutan. The explanatory mixed method approach was employed to gather data from 238 respondents from two higher secondary schools in the second semester of 2019 academic year. A modified 30-item motivation survey questionnaire based on Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) was used to collect quantitative data, and semi-structured interview was administered to explore qualitatively. These data were analyzed using descriptive statistics (mean and standard deviation) and thematic analysis approach respectively. The survey result indicated that the Grade 12 learners in Bhutan were highly motivated (mean=4.02) to learn English as Second language both instrumentally (mean=3.80) and integratively (mean=4.25). However, integrative motivation indicated slightly higher predominance with a difference of 0.45 over instrumental motivation. The semi-structured interview result revealed that ultimate sources of various motivation themes that emerged under instrumental as well as integrative were embedded in the policies, curriculum and the flourishing trend of globalization.