Page 20 - The Investigation of Integrative, Instrumental, Intrinsic and Extrinsic Motivation of Language learners in the foreign settings

The Investigation of Integrative, Instrumental, Intrinsic… 435

on Persian, were interested in learning Persian language and
communicating with Iranian people. In fact, these were the main factors
that encouraged the learners to learn Persian language as a second
language.

Research question 2: Does gender difference effect on the types of
motivation among Persian language learners in a foreign context?

Table 7 presents the results of the independent t-test which was used
to answer this research question. Table 7 indicates that there is a
significant difference between female and male participants concerning
their mean scores of intrinsic and extrinsic types of motivation. Table 7
also shows that mean scores of females in instrumental motivation is
significantly higher than those obtained by the males, but males mean
scores in integrative form of motivation is higher than those gained by
female participants. However, the results did not indicate any
statistically meaningful variation between males and females with
respect to the sets of their mean scores in integrative and extrinsic types
of motivation. The findings illustrate that females are more
instrumentally oriented to learn Persian language. For example, females
tended to increase their knowledge about Persian language or watch
Persian movies or programs broadcast in Persian TV or radio. In
contrast, male participants were intrinsically motivated to learn Persian
language. For example, they desired to acquire the Persian language to
experience new things in a Persian community.

Table 7 Females Males (SD ± Test Significant
T-test results Mean) Static Level (Sig)

Types of (t) 0/084
Motivation 1/739 0/025
2/266 0/040
Integrative 4/0±067/572 3/0±876/664 2/073 0/145
Instrumental 3/0±980/444 3/0±780/551 1/464
Intrinsic 3/0±393/918 3/0±698/773
Extrinsic 3/0±181/438 3/0±053/542