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Abstract: This study examined the motivation of 180 university‐bound Lebanese students to learn English as a foreign language (EFL). Data were gathered through administering a modified version of the motivation scale developed by Wen (1997). The findings revealed that integrative motivation, effort, valence, expectancy, and self‐estimation of ability were internally related determinants of motivation for learning EFL. Instrumental motivation was found to be related to integrative motivation and valence only. The findings also revealed that female students were more motivated than their male counterparts. Similarly, level II proficiency students were more motivated than were level III students. However, the findings did not show a significant effect on motivation related to either students' first foreign language or university major.
Shaaban et al. (Wed,) studied this question.