Purpose of the Questionnaire

The aim of the questionnaire is to assess affective factors related to learning the English language. It is designed for English speakers, particularly students learning English.

Questionnaire Analysis

The questionnaire was developed by Gardner in 1985 and consists of 63 questions (both positively and negatively phrased) that relate to English language learning.

Scoring and Statistical Analysis

The first 43 questions are scored using a 5-point Likert scale, depending on the extent to which respondents agree or disagree with each statement. The remaining 20 questions are scored by selecting one of three available choices, which vary depending on the question. The scoring method is cumulative, with negatively phrased questions being reverse-scored.

Validity and Reliability

The Cronbach’s alpha coefficient indicated satisfactory internal consistency with a value of 0.76.

Bibliography

Al-Mubireek, S. (2020). An Attitude/Motivation Test Battery (AMTB) of English language learning among students across genders, tracks, and proficiency levels at a leading Saudi university. The Asian EFL Journal Quarterly, 24(3), 26-50.
Gardner, R. C. (1988). The socio‐educational model of second‐language learning: Assumptions, findings, and issues. Language Learning, 38(1), 101-126.
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second‐language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.