Motivation Questionnaire for English as a Foreign Language [MQEFL-36]

Brief Description

The Motivation Questionnaire for English as a Foreign Language (MQEFL-36) is an instrument developed to assess the motivation of students who are learning English as a foreign language.

The questionnaire focuses on how learners perceive the process of learning English and on the factors that may influence their interest, engagement, and willingness to learn the language.

Assessing motivation can provide useful information about students’ attitudes toward English and the importance they attribute to learning it.

Aim

The main aim of the MQEFL-36 is to understand students’ motivation for learning English as a foreign language.

According to the available source material, the questionnaire may assess several aspects of motivation, including:

Intrinsic motivation: the learner’s personal interest and internal desire to learn English.

Extrinsic motivation: external reasons or goals that encourage the learner to study English.

Attitudes toward language learning: the learner’s perceptions and general attitude toward the process of learning a foreign language.

Perceived value of the English language: the extent to which the learner considers knowledge of English to be important or valuable.

Together, these dimensions can provide a broader picture of the learner’s motivational profile.

Scoring

The MQEFL-36 includes statements designed to assess different aspects of motivation for learning English.

Responses are provided on a 5-point Likert scale.

The available source does not provide detailed information on the exact verbal anchors of the response scale, the presence of reverse-scored items, the calculation of subscale scores, or specific cut-off values for interpretation. Therefore, these details cannot be established from the provided material alone.

Applications

The MQEFL-36 may be used in educational and research settings to investigate motivation related to learning English as a foreign language.

Its use may contribute to a better understanding of differences among learners in terms of motivation, attitudes toward language learning, and the value they assign to English.

The instrument may also be used in studies examining language-learning motivation and student attitudes, provided that its administration and interpretation follow the methodological requirements of the specific research context.

Reference

Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421–462.