Purpose: There has been a concern as to what motivates people to learn a foreign language among researchers. Another concern in EFL context is that students may not benefit from learning opportunities due to low self-efficacy and low motivation to learn a foreign language. The main goal of this study is to explore the motivational orientations of high school students.
Research Methods: In the study, a quantitative research design was employed during the data collection and the analysis phases. Findings The data analysis indicated that the participants were moderately motivated to learn English as a foreign language (M=92.62). In addition, a meaningful difference between participants’ instrumental and ntegrative orientations towards EFL learning was observed. It was also indicated that there was not a significance difference between male and female students’ motivation level. However, students’ instrumental motivation had a greater influence on language learning. In addition, there was not a gender-related significant difference in students’ motivational orientations. The overall mean score for students’ self-efficacy was found to be at moderate level (M = 3.88). Furthermore, female students’ self-efficacy scores were significantly higher than those of the male students. Lastly, positive correlation was found between students’ motivational orientations and self-efficacy beliefs.
Implications for Research and Practice: The results emphasized the importance given to English language as a primary foreign language, a part of career paths and an indicator of various job opportunities. However, with support of integrative motivation, students’ can set more realistic goals towards integrating into the international community.
Keywords: affective factors, integrative motivation, instrumental motivation, confidence