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■ This study explores Indonesian university students' motivational orientations toward learning English as a foreign language. 168 students responded to a questionnaire concerning their reasons for choosing to study English. Factor analysis of the data revealed 11 independent orientations. This supports discourse arguing for a multi-factorial view of orientations in foreign language learning. The lack of correlation between the orientations, and the contextual bias of their definitions, imply that larger motivational subsystems are not valid in this context. The students strongly endorsed orientations pertaining to pragmatic reasons for studying English, and were almost neutral toward identifying with native English speakers. Comparison of these findings with those reported previously in Asia revealed significant, but incomplete, overlap.
Annette Bradford (Fri,) studied this question.