Motivation for Vocabulary Learning of College Students

• In Event: Roundtable Session 44
  In Roundtable Session: Vocabulary Topics:

Abstract

It is crucial to learn more about students’ motivation for vocabulary learning. An instrument, the Motivation for Vocabulary Learning Questionnaire (MVLQ), was developed to measure students’ motivation for vocabulary learning in reading and listening. Findings suggested that MVLQ had good reliability and validity. Self-efficacy for vocabulary learning in reading was higher than that in listening. However, no difference in motivation for vocabulary learning was found between reading for leisure purpose and academic goals. Findings also indicated that English native speakers had higher motivation for vocabulary learning than English language learners. Significant differences were found for students from different majors (grouped into colleges), while no difference was detected for students with different genders and average GPAs.

Author

• Qizhen Deng, University of Nebraska - Lincoln