Running head: MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

A Questionnaire Study of Individual Differences: Motivation, Attitude, and Anxiety

Krista M. Boddy
Colorado State University

MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

Abstract
The following study analyzes a questionnaire which was specifically created for eliciting
responses about motivation, attitude, and anxiety from English language learners in an Adult
Basic Education (ABE) program. The function of questionnaires in eliciting feedback from adult
ELLs is valuable in designing language courses which aid in the acquisition of English. Research
(Gardner, 2001; Noels, Clement and Pelletier, 1999; Noels, 2001) suggests that specific factors
such as motivation, attitude, and anxiety directly affect a students success in acquiring a second
language. Results from individual difference questionnaires supply English language instructors
and administrators with a wealth of knowledge for making generalizations about the affective
and emotional wellbeing of students. This information provides valuable clues in the process of
developing English language curriculum that promotes second language acquisition. The current
study focuses on the variables of motivation, attitude, and anxiety specific to English language
learners in an Adult Basic Education program. Eight participants were given the questionnaire,
which was divided into five sections. The sections examined sources of learner motivation, effort
and usage of English outside of the classroom, attitudes about the learners self-confidence and
anxiety, opinions about other classmates, and attitudes about materials and instructional methods.
The results from the questionnaire were used to inform the instructor in how to improve learner
success in the acquisition of English. Knowing participants motivations, anxiety and confidence
levels, and how they use English in everyday life allows the instructor to adapt the classrooms
emotional environment and course objectives to increase learners acquisition of English.
Keywords: English language acquisition, individual differences, questionnaires,
motivation, attitude, anxiety, Adult Basic Education (ABE)

MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

A Questionnaire Study of Individual Differences: Motivation, Attitude, and Anxiety
Questionnaires are a common practice in the elicitation of feedback from participants for
a multitude of reasons. Individual difference questionnaires are a specific tool, especially in the
field of education, in determining how individual factors such as motivation, attitude, and
anxiety affect a students second language acquisition. Questionnaires are sometimes criticized
for eliciting inaccurate feedback, due to subjects not being completely truthful (either to save
face, or out of fear of repercussions from instructors). However, student feedback can be very
useful for instructors and program coordinators for making generalizations about the affective
and emotional wellbeing of students. This feedback provides valuable information to instructors
and program coordinators so they may improve their English language teaching methods to
promote student language acquisition. This study was designed to analyze these variables
(motivation, attitude, and anxiety) specific to English language learners in an Adult Basic
Education program.
Questionnaires most often use the Likert (1932) scale, which categorizes responses across
a numbered continuum from strongly agree to strongly disagree (with 0 or 1 being the
lowest ranking). It is often advised to eliminate a middle category (e.g., not-applicable, no
opinion) for more precise data. Having a middle or undecided category is not useful for gathering
specific data which relates to the study.
Previous studies reveal the connection between motivation and learners interest in the
material. There may be a number of reasons for learning a second language, but many English
language learners simply desire to integrate better into their new communities. Gardner (2001)
found that higher motivation is tied to integrativeness, or an attitude in which the ELL shows

MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

general interest in learning the language for the purpose of being closer to the community in
which the language is spoken (as cited in Ortega, 2009, p. 170).
Another connection to motivation involves the attitude of the learner regarding their
instructor. Noels, Clement and Pelletier (1999) found that language students who experienced
instructors who were controlling were less intrinsically motivated (p. 177). Instructors that
provide more freedom in decision making to their learners may have more highly motivated
learners. Acquiring a second language is also dependent upon learners intrinsic motivation.
Noels (2001) discovered that students who found learning a language as enjoyable or interesting
were more successful in acquiring the language (p. 177).
Some studies reveal that language acquisition may be impeded by low affective filter and
learner anxiety in the classroom. It has been observed via the FLCAS (Horwitz, Horwitz, &
Cope, 1986) and IPOAS (MacIntyre & Gardner, 1994) questionnaires that L2s who reported
high levels of anxiety correlated with lower course grades. This evidence reflects Krashens
(1982) Affective Filter Hypothesis in that high anxiety and low self-esteem are hindrances to
language acquisition (as cited in Brown, 2007, p. 295). Unsurprisingly, many studies conclude
that ELLs experiencing high anxiety reflect low achievement, slow learning and processing
speeds, and avoid taking risks (e.g., speaking more in class) (Ortega, 2009, p. 201). A study
conducted by Onwuegbuzie, Bailey, and Daily (1999) revealed that anxiety levels were linked
with senses of low self-worth, which directly affected learners poor performance and fears of
failure (p. 201).
Consequently, it is extremely useful for English language instructors to learn about
student motivations, attitudes, and levels of anxiety in learning English. An additional theme of
interest is understanding how ELLs use English in their everyday lives. It is significant to further

MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

discover what type of attitudes students feel towards themselves and other classmates in learning
English. Such questionnaires are also helpful in ascertaining the levels of anxiety ELLs are
experiencing, so that instructors may better serve them in their acquisition of English. A major
goal of English language instructors should be to maintain a safe, warm, and accepting
environment for learning, as the evidence reveals how anxiety negatively affects learner
performance, self-worth, and language acquisition.
The aim of this study is to analyze three specific variables of motivation, attitude, and
anxiety in the learning of English by Adult Basic Education (ABE) students. The questionnaire
specifically targets these topics in obtaining ELLs responses and compares how motivation
relates to anxiety, attitudes, and self-confidence in learning English. The three factors are
examined with regard to the use of English inside and outside of class. This data analysis
provides valuable insight that can be used to more effectively serve ABE English learners in
their acquisition of English.
Literature Review
Below is a summary of two relevant studies related to the current questionnaire. The first
study is Levines (2003) anonymous internet-based questionnaire which was used to elicit
student and instructor attitudes about target language use (TL), first language use (L1), and
anxiety. Levines (2003) subjects were university foreign language students and instructors. The
main target languages were French, German and Spanish. The participants included 600 foreign
language students and 163 foreign language instructors. Levines goals were to design a
preliminary model of TL and L1 use to investigate the relationship between TL use and learner
anxiety of TL use. The studys first hypothesis was that TL usage would vary based upon the

MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

communicative environments of groups of speakers. A second hypothesis was that overall usage
of TL would positively connect with student anxiety regarding TL.
The results from this study support Levines first hypothesis, but not the second one.
Around 60% of students reported that their instructors use the TL 80-100% of the time, while
only 44% of instructors claimed to use the TL with students 80-100% of the time. Overall, the
TL was more frequently used by instructors when speaking to students, less by students when
speaking with instructors, and still less when students spoke to their peers.
With regard to the second hypothesis, the data results displayed a negative relationship
between reported amounts of TL use and reported TL-use anxiety. This finding revealed that
students who reported higher levels of TL use in their courses tended to report lower levels of
anxiety about TL use. Correspondingly, instructors who reported higher levels of TL use in their
classes often perceived lower levels of TL anxiety in their students. The key significance of this
result shows that greater TL use may not equate to greater anxiety for FL learners.
A second relevant study was executed by Cheng (2004), which measured second
language writing anxiety. The studys first objective was to create and evaluate a self-report L2
writing anxiety measure that adapts to a three-dimensional conceptualization of anxiety. This
involved administering questionnaires to 65 EFL learners who provided individual self-reports
on their experiences regarding L2 writing anxiety. The scale used a Likert model with five
possible choices available. This data was used to develop a pool of scale items, which was then
pilot tested on 56 undergraduate students. Once the final version of the scale (Second Language
Writing Anxiety Inventory SLWAI) was constructed, 421 EFL students from seven different
universities in Taiwan took part in the formal study. In addition to the questionnaires,

MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

participants were asked to write an English essay in a 40 minute period as a gauge to evaluate
their English writing performance.
The implications of this study are significant in the way the SLWAI can reflect three
major aspects of anxiety: cognitive, somatic/physiological, and behavioral avoidance. The use of
the SLWAI scale allows for greater consistency, reliability, and dependable test-retesting. The
SLWAIs multidimensional qualities allow for more effective research into the numerous
variables relating to L2 writing anxiety, including self-confidence and self-efficacy.
The current study incorporates methods from previous questionnaire studies used to
determine learners motivation, attitude, and anxiety, and intends to contribute more data specific
to adult English learners in an Adult Basic Education (ABE) program. This particular group of
learners have a variety of reasons and motivators for learning English. In contrast with an
academically focused Intensive English Program, for example, many ABE learners are motivated
to learn English to help their kids with homework, become more integrated into their local
English speaking communities, and/or get a job. These factors all contribute to their attitude and
motivations for learning English. The following research questions asked in the current study
are: (1) What motivations do the ABE learners have in learning English (e.g., instrumental,
intrinsic, integrative), (2) How do the learners feel with regard to their attitudes toward
themselves learning English and the English community in which they live in? (3) How much
anxiety do learners experience in speaking in public places compared to the classroom in front of
their peers? The results of the questionnaire answers these questions in providing further insight
into learners motivation, attitudes, and anxiety levels, so that instructors can address any
problems learners have with anxiety or low self-esteem in their acquiring of English. Knowing
learner motivations will also help instructors to better engage the learners in selecting relevant

MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

materials, activities, and tasks to complete during class. The assumption is that by improving
student motivations to learn English, student attitudes will also be improved, achieving better
English language acquisition.
Research Methodology
Participants
There were eight adult participants in this study, all immigrant students in Adult Basic
Education (ABE) classes in a small-medium sized town (population of 72,794). The participants
were intermediate and advanced English language learners (levels 3-6 according to the ABE
ranking system). All participants L1 was Spanish, with one exception (Arabic). Their ages
ranged from 30 68 years old. The subjects were all female with the exception of one male.
Some participants had some college education in their first language, and some did not complete
secondary education in their home countries. Length of formal English study ranged from three
months to 30 years. Participants were chosen due to their consistent enrollment in the ABE
program and due to convenience in order to distribute the questionnaire at a time they were
already on campus.
Materials
The following describes the development of the questionnaire and the data collection
method. First, previous questionnaires related to motivation, attitude, and anxiety were
researched. Kyriacou amd Kobori (1998) designed a questionnaire which dealt specifically with
motivation. All items answered the question, How important are each of these reasons for you
wanting to learn English? Some items in the current questionnaire were used or rephrased from
the Kyriacou amd Kobori (1998) study. Kubanyiova (2006) organized a questionnaire based on
motivation related to other classmates, the individuals motivation, and attitudes about classroom

MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

methods and activities. This proved a helpful method to emulate in organizing the current
questionnaire.
The language of the current questionnaire was all in English, due to the inability of the
researcher to translate the questionnaire into all L1s (Spanish and Arabic) represented in the
participants. The current questionnaire followed Kubanyiovas (2006) method of using
statements rather than questions, due to the ease of understanding statement forms better than
question forms in English. Some of the items included in the questionnaire were specific to
attitudes the student had about other classmates, individuals self-confidence, and motivations in
learning English. See Appendix A below for actual questionnaire used in the study.
The researcher used the Likert scale, but designed it with only four choices with 1 for
strongly disagree, 2 for disagree, 3 for agree and 4 for strongly agree. This simplistic
scale allowed for enough options, but not too many which could confuse participants. The nonhelpful middle option of No opinion or Not applicable was omitted as it provides an
avoidance option, which is not useful to data analysis. The questionnaire was divided into five
sections. The first section focused on intrinsic, integrative, and instrumental motivation. The
second section emphasized effort and usage outside of the classroom. The third section aimed to
elicit attitudes about the learners self-confidence and anxiety. The fourth section intended to
gather opinions about the individual in relationship to other learners in class, and the fifth section
was meant to obtain attitudes about the materials and instruction methods. Each section
contained five statements related to one of the five themes listed above.
Procedure
The questionnaire was administrated during two separate classes (intermediate and
advanced levels) on separate mornings, shortly before a break. Ten minutes were provided for

MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

students to complete the questionnaires, in which most completed them in less than five minutes.
During the questionnaire, students needed information regarding item #14 (Sometimes English is
a burden for me). Many students were not familiar with the word burden in English, so this was
explained by the instructor/researcher as carrying a heavy load. Other than this, the survey was
no problem for most of the students, with the exception of two low-intermediate level students. It
would have been better for these two if the questionnaire was in their first languages (Spanish
and Arabic). It took them both the full 10 minutes to complete the questionnaire.
Data Analysis
The average mean for the 25 items on the questionnaire is 2.95 (See Appendix B).
Unfortunately, most of the items on the questionnaire had little or zero variance, so correlation
was difficult to obtain. Two variables, item #15 (This class is too difficult for me) compared to
item #23 (I dont think the materials we use in class are helpful for learning English) had the
greatest standard deviation of .684. One possible reason for this large correlation is that two
participants agreed with items #15 and #23, while six others did not. One theory for this
difference is that at least one of the two participants who agreed with these items either did not
understand the questions or did not thoroughly read them. One of the two participants circled
almost entirely 3/4s on the entire questionnaire, as if she hadnt read through each individual
question. This misunderstanding may have thrown off the data. Both students who agreed with
items #15 and #23 were less advanced (low-intermediate) in their English skills and most likely
reversed affirmative and negative statements, as there was a mixture of these in the
questionnaire. In hindsight, it would have been more effective to have the questionnaire in the
participants first language or to consistently stick with affirmative statements if possible. This
would have avoided a lot of confusion and misunderstandings of the survey.
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Results and Findings
The results of the study indicated three primary motivators in learning English. These
were helping their kids with homework (instrumental), to increase fluent communication in their
communities (integrative), and to have better job prospects (instrumental). Two factors that were
not high motivators in learning English were wanting respect from native speakers in the
community and learning English is a hobby (intrinsic). It turns out that most participants claimed
to use English outside of class. Interestingly, five out of eight students read English books
outside of class, revealing intrinsic motivation.
Next, I analyzed ELLs confidence levels. Most participants felt confident and
comfortable speaking English in class, yet one participant felt embarrassed when speaking
English in class. All eight participants revealed they felt comfortable asking questions and
sharing opinions in class discussions. ELLs confidence using English outside of class are
contrasted to this. Only half the participants felt confident in speaking English at restaurants,
stores and shopping. The other half felt embarrassed speaking English at restaurants or shops.
The third section examined learner attitudes about learning English. Almost all eight
participants had positive attitudes about learning English, felt confident about acquiring the
language, and thought they put great effort into learning English. The fourth section studied
ELLs attitudes about other learners in class and the learning environment. All of the
participants felt that other students were helpful in explaining missing gaps of knowledge during
class. This reveals that the ELLs are very cooperative in the acquisition of English.
The final section of the questionnaire analyzed participants attitudes about the
instructors teaching methods. All the students indicated that the instructor often corrects student
pronunciation errors. Most felt they understood the way the instructor teaches. All but one
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student felt mistakes were okay in class. All eight participants indicated that the things learned in
class were useful, while six out of eight felt the materials were helpful for learning English.
Discussion
The implications of this study indicate the primary motivations in learning English for
ABE ELLs are integrative and instrumental, rather than intrinsic. This information is useful in
knowing how to engage ELLs with materials and teaching methods that are relevant to their
lives. With this knowledge, instructors of ABE ELLs can focus on linguistically integrating their
learners into their communities and helping them achieve success in obtaining better careers and
jobs. The results from the questionnaires show a strong correlation between intrinsic and
integrative motivation in learning a language. This study reflects Gardners (2001) findings that
the motivation to learn English is closely connected to ELLs desire for integration in their
English speaking communities.
The questionnaire also revealed that most of the participants felt confident and
comfortable speaking English in class, which is a vital feature of second language acquisition.
Most research follows Krashens (1982) Affective Filter Hypothesis regarding the importance of
learners emotional and mental state in learning a second language. It is a fact that learners who
suffer high anxiety and low self-esteem inside and outside of the classroom are impeded in their
language acquisition. This is relevant for any ELL instructor. However, it is not surprising that
half of the participants felt embarrassed about speaking English at restaurants or shops. This fact
reveals that ELL instructors of ABE learners may need to address speaking and pronunciation
more in class. By focusing on speaking and listening skills, ELLs confidence levels will
increase, improving their attitudes about acquiring the language. It was encouraging to discover

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that almost all eight participants in the study had positive attitudes about learning English and
felt confident in learning the language.
There were many challenges in creating a viable questionnaire. There were some
limitations in the way the questionnaire was developed. For example, if repeated, the study
would be improved by translating the questionnaires in the first language of all participants. This
would prevent simple comprehension mistakes and allow for more accuracy, as human errors
and misunderstandings can significantly skew the data. The study would also be stronger with
more than eight participants. Having a greater pool of subjects would provide more consistent
patterns in analyzing learners motivation, attitudes, and anxiety in acquiring English. A further
limitation was mixing affirmative statements with negative statements. This seemed to cause
some confusion on the part of the participants. It would be advisable to be consistent in the form
of statements used in a questionnaire.
This individual difference questionnaire study was very useful in determining variables
of motivation, attitude, anxiety, and confidence in ELL in an ABE program. Knowing the
opinions and attitudes of ELLs provides considerable insight into ways to improve English
language acquisition. The current questionnaire can be modified and used to inform instructors
about how their teaching style, materials, methods, and interactions with fellow learners can
influence English language acquisition. The questionnaire also provides information regarding
students motivations and efforts outside of class, which offers a broader perspective about their
attitudes regarding learning English.
Conclusion
The variables of motivation, attitude, and anxiety in ELLs are worth investigating, as
these factors greatly influence English language acquisition. Individual questionnaires are an

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extremely beneficial tool in obtaining learners emotional and mental states. Student responses
contribute insightful evidence that instructors can use in developing English courses that are
more effective in promoting learners second language acquisition. This study proved to be a
positive experience in developing a questionnaire which accessed student opinions and attitudes
about their learning experiences in an ABE classroom. It is important to recognize the different
motivations ELLs in an Adult Basic Education program have compared with motivations for
other types of English programs (e.g., IEP, ESP, etc.). Such knowledge will influence specific
curriculum design to meet the needs and wants of ELLs in a particular program. Questionnaires
are a valuable tool in the field of education and should be regularly applied to adult ELLs for the
insights and direction with which they provide instructors and administrators.

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References
Brown, H. D. (2007). Principles of language learning and teaching (5th Ed.). White Plains, NY:
Pearson Education, Inc.
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and
preliminary validation. Journal of Second Language Writing, 13, 313-335. DOI:
10.1016/j.jslw.2004.07.001
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Drnyei
and R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-19). Honolulu,
HI: National Foreign Language Resource Center.
Horwitz, E. K., Horwitz, M.B., & Cope, J. (1986). Foreign language classroom anxiety. Modern
Language Journal, 70, 125-132.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. London, UK:
Pergamon Press Inc. 30-32.
Kubanyiova, M. (2006). Developing a motivational teaching practice in EFL teachers in
Slovakia: Challenges of promoting teacher change in EFL contexts. TESL-EJ, 10(2), 117.
Kyriacou, C., & Kobori, M. (1998). Motivation to learn and teach English in Slovenia.
Educational Studies, 24(3), 345-351.
Levine, G. S. (2003). Student and instructor beliefs and attitudes about target language use, first
language use, and anxiety: Report of a questionnaire study. The Modern Language
Journal, 87(3), 343-364. DOI: 129.82.28.124
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 155.

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MacIntyre, P.D. & Gardner, R.C. (1994). The subtle effects of language anxiety on cognitive
processing in the second language. Language Learning, 44, 283-305.
Noels, K.A. (2001). Learning Spanish as a second language: Learners orientations and
perceptions of their teachers communication style. Language Learning, 51, 107-144.
Noels, K.A., Clement, R. & Pelletier, L.G. (1999). Perceptions of teachers communicative style
and students intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
Onwuegbuzie, A.J., Bailey, P. & Daily, C.E. (1999). Factors associated with foreign language
anxiety. Applied Psycholinguistics, 20, 217-139.
Ortega, L. (2009). Understanding second language acquisition. London, UK: Hodder Education

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Appendices
Appendix A
Motivation, Attitude, and Anxiety Questionnaire
Please answer the questions honestly about how you feel about your English class. Circle the
number that fits your opinion best:
Scale: Strongly Disagree (1), Disagree (2), Agree (3), Strongly Agree (4)

How many months/years have you studied English (in home country or in USA)?

Strongly
Disagree

Disagree

Agree

Strongly
Agree

Why do you want to learn English?

1. I want to learn English so I can help my kids with their homework.

2. I study English because I want to speak and understand people better in my community.

3. I want to learn English because others will respect me more if I can speak it.

4. I study English because it will help me in my current job or it will help me get a better
job.

5. Learning English is a hobby.

6. I often practice speaking English outside of class.

7. I read English books outside of class.

8. I feel confident about speaking English to servers at restaurants.

9. I feel embarrassed when I speak English with salespeople at the store.

10. I feel confident about asking questions in English when I am shopping.

11. I think learning English is really interesting and fun.

12. I believe I can learn English.

13. I can honestly say that I put a lot of effort into my English class.

14. Sometimes English is a burden for me.

15. This class is too difficult for me.

How do you use English?

How do you feel about yourself in learning English?

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How do you feel about yourself in relationship to others in class?
16. If a student doesnt understand something, other students will help them.

17. I feel embarrassed when I speak English in class.

18. I feel comfortable asking questions in class.

19. I like giving my opinion in class.

20. I dont talk during class discussions because I am afraid to make mistakes.

21. The teacher often corrects students mistakes when they speak.

22. We learn useful things in this class.

23. I dont think the materials we use in class are helpful for learning English.

24. Most students in class do not understand the way the teacher teaches.

25. Mistakes are okay in this class.

How do you feel about the materials and instructor?

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Running head: MOTIVATION, ATTITUDE, AND ANXIETY QUESTIONNARE

Appendix B
Data Analysis Spreadsheet

Motivation, Attitude and Anxiety Questionnaire

Time
of
English
Study

Subject

#1

#2

#3

#4

#5

#6

#7

#8

#9

#10

#11

#12

#13

#14

#15

#16

#17

#18

#19

#20

#21

#22

#23

#24

#25

3 mos

23 yrs

1 yr

2 yrs

4 yrs

30 yrs

3 yrs

6 mos

Total

29

32

21

28

15

29

22

26

12

26

30

29

29

16

14

29

14

31

30

10

29

29

14

14

28

Mean

3.6

2.6

3.5

2.1

3.6

3.1

3.25

1.7

3.25

3.75

3.6

3.6

1.75

3.6

1.75

3.9

3.75

1.25

3.6

3.6

1.75

1.75

3.5