出版社：Australian Institutes for Educational Research
摘要：Since Rwanda decided that from 2009 English will be the sole medium of instructionfrom upper level primary school onwards, motivation for learning English has becomean especially important issue. Therefore this study investigated motivation for Rwandanprimary and secondary school students to learn English. The study was carried out inNyagatare and Huye districts in October 2015, with participation by 1,237 schoolstudents (314 primary, 475 lower secondary and 448 upper secondary), administered aquestionnaire containing 34 items on motivation. Factor analysis identified five typesunderlying motivation: unwillingness-based, intrinsic, anxiety-based, future-oriented, andpraise-oriented. Results show that students in Rwanda overall rely mostly on praiseorientedmotivation, followed by intrinsic, future-oriented, anxiety-based, andunwillingness-based motivation. Intrinsic and praise-oriented forms of motivationincrease with age, although unwillingness-based and future-oriented forms of motivation,both of which can be labelled as extrinsic motivation, decrease with age. The studyindicates that praise is a potential explanatory variable for an increase in intrinsicmotivation, whereas a decrease in extrinsic motivation can be attributed to highunwillingness-based motivation of primary school students.
