Page 19 - The Investigation of Integrative, Instrumental, Intrinsic and Extrinsic Motivation of Language learners in the foreign settings

434 Journal of English Language Teaching and Learning. No. 27/ Spring & Summer 2021

I enjoy challenging myself by learning Persian 3.560 1.065
language.
Persian language learning is a hobby for me. 3.510 1.115
I enjoy speaking in Persian language. 3.220 1.344

Table 6 depicts the subcategories of extrinsic motivation. As table 6
shows, the item of “I want to communicate with the Iranians” gained
the highest mean score, and the item of “My parents asked me to learn
Persian language” received the lowest mean score. This shows that
making communication with Iranian citizens is the strongest types of
extrinsic motivation among Persian language learners.

Table 6
Subcategories of Extrinsic motivation
Mean Standard
I learn Persian language because …
Score Deviation
I want to communicate with the Iranians. 3.830 1.020
I feel that I will gain a better job. 3.570 1.064
I want to stay in a Persian speaking country 3.390 1.124
for a while.
I want to Learn Persian and travel to Persian 3.320 0.999
speaking countries.
I feel that I will experience a good life. 3.170 0.934
I need to improve my speaking skills in 3.080 0.727
Persian to impress the people around me.
I need to improve my speaking skills to gain 2.980 0.746
further financial interests.
It increases my social class status. 2.920 0.762
I want to immigrate to Iran. 2.560 1.114
My parents expect me to learn Persian 2.300 1.024
language.

Generally, based on these tables (i.e., Table 3,4,5,6), it seems that
these participants motivated to learn Persian language in order to
understand Persian art, literature, and history, extend their knowledge