[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-589749-en":59,"doc-seo-589749-105":79},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":46,"preview_page_count":4},589749,687208528416,"Cipher","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Assessing Moroccan University Students’ English Learning Motivation - A Comparative Study","This study surveys whether Moroccan university students are motivated to learn English and evaluates differences within and between three major Moroccan universities, including a private institution, focusing on motivation by institution, gender, and related variables. Using Academic Motivation Scale item scores, 329 undergraduate students were analyzed. Results indicate overall strong motivation (M=3.80 on a 5-point Likert scale) and higher introjected extrinsic motivation (M=4.11). Perceptions of university, location during the academic year, and students’ university-choice decisions significantly influence motivation.","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Assessing Moroccan University Students’English Learning Motivation: A Comparative Study\u003Cbr>Otmane Omari1*, Mohammed Moubtassime2, Driss Ridouani3\u003Cbr>1Department of English, Moulay Ismail University, Faculty of Letters and Humanities, Meknes, Morocco,\u003Cbr>2Department of English, Sidi Mohamed Ben Abdellah University, Faculty of Letters & Humanities, Dhar El Mehraz, Fez, Morocco 3Department of English, Moulay Ismail University, Faculty of Letters & Humanities, Meknes, Morocco |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This study seeks to survey whether students are motivated to learn English or not and to evaluate the differences within and between three most known universities in Morocco, involving a private one, in terms of students’ English learning motivation. Moreover, factors that make a student more motivated to learn English were investigated. This study examines motivation of university students according to their institution, gender, and other variables. Assessment of university students’ motivation was by scores on items from the Academic Motivation Scale. The sample consisted of 329 undergraduate students from three different Moroccan universities. The most important finding was that participants in general are quite motivated to learn English with a score of (M = 3.80) with regard to the overall score using a 5-point Likert scale, and a higher level of introjected extrinsic motivation (M = 4.11), which means that they do such tasks because they are supposed or asked to do them. Moreover, factors such as how students consider university, their location during the academic year, and their decision behind choosing to go to university were found to affect students’motivation. |\n| Article history\u003Cbr>Received: December 08, 2017\u003Cbr>Accepted: January 21, 2018\u003Cbr>Published: February 28, 2018\u003Cbr>Volume: 9 Issue: 1\u003Cbr>Advance access: January 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words: Motivation, learning motivation, English, Moroccan students, public university |  |\n\nINTRODUCTION  \nFor decades, students’ low performance and lack of achievement has been a problem for many institutions. This may happen due to a lack of motivation and low beliefs in ones’abilities. Motivation for instance, has been the center of many studies dealing with students’psychology. More importantly, educational psychologists (e.g. Deci, Vallerand, Pelletier, & Ryan, 1991; Dweck, Mangels, & Good, 2004; Gardner, 1985; Pintrich & Zusho, 2007; Vallerand, 2007) give more importance to studying the role of motivation in enhancing students’learning and achievement. Within language learning, motivation is considered as a key component for effective and successful language learning (Thompson & Erdil-Moody, 2016) . As demonstrated by Dörnyei (1998), motivation is referred to as an amount of energy that students have, which provides them with the needed directions. These directions lead to achievements and learning success. Motivation has been also assigned with goals. Students who are motivated to achieve a certain goal more likely believe in their abilities that they can fulfill their goal. In addition, evidence confirmed that goals and achievement goals demonstrate their usefulness in promoting students’ motivation and beliefs in their abilities (Archer, 1994; Heyman & Dweck, 1992) .  \nWith regard to motivation, no one can deny the fact that motivation is an important issue in the field of education, especially in higher education. However, many higher ed-  \nucation studies tend to focus on evaluating motivation of students within particular universities or within only one university. Moreover, only few researchers tackled the issue of students’ academic motivation in Moroccan universities (especially within the department of English) . Most studies that tackled Moroccan students investigated motivation of only high s","cbCairQ9pEPR6I3e","https://ap.wps.com/l/cbCairQ9pEPR6I3e","pdf",939121,"English","en",105,"# Introduction\n## Motivation in higher education and language learning\n## Research gaps in Moroccan universities\n## Purpose and research questions","[{\"question\":\"What is the main objective of this study?\",\"answer\":\"The study examines whether Moroccan university students are motivated to learn English and compares motivation across three universities, including public and private institutions.\"},{\"question\":\"How was students’ motivation measured?\",\"answer\":\"Motivation was assessed using scores from items on the Academic Motivation Scale.\"},{\"question\":\"What were the key findings about overall English learning motivation?\",\"answer\":\"Participants were generally quite motivated to learn English (M=3.80 overall), with a higher level of introjected extrinsic motivation (M=4.11).\"},{\"question\":\"Which factors were found to affect students’ motivation?\",\"answer\":\"Students’ perceptions of university, their location during the academic year, and the decision behind choosing to attend university were found to influence motivation.\"}]","Assessing Moroccan University Students’ English Learning Motivation - A Comparative Study | PDF",1792068046,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":142,"head_meta":144,"extra_data":146,"updated_unix":147},"assessing-moroccan-university-students-english-learning-motivation-a-comparative-study","",{"@graph":85,"@context":141},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":40,"@type":92,"position":97},"https://docshare.wps.com/document/research-report/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/assessing-moroccan-university-students-english-learning-motivation-a-comparative-study/589749/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/assessing-moroccan-university-students-english-learning-motivation-a-comparative-study/589749.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":117,"interactionType":118,"userInteractionCount":29},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133,137],{"name":124,"@type":125,"acceptedAnswer":126},"What is the main objective of this study?","Question",{"text":127,"@type":128},"The study examines whether Moroccan university students are motivated to learn English and compares motivation across three universities, including public and private institutions.","Answer",{"name":130,"@type":125,"acceptedAnswer":131},"How was students’ motivation measured?",{"text":132,"@type":128},"Motivation was assessed using scores from items on the Academic Motivation Scale.",{"name":134,"@type":125,"acceptedAnswer":135},"What were the key findings about overall English learning motivation?",{"text":136,"@type":128},"Participants were generally quite motivated to learn English (M=3.80 overall), with a higher level of introjected extrinsic motivation (M=4.11).",{"name":138,"@type":125,"acceptedAnswer":139},"Which factors were found to affect students’ motivation?",{"text":140,"@type":128},"Students’ perceptions of university, their location during the academic year, and the decision behind choosing to attend university were found to influence motivation.","https://schema.org",{"og:url":99,"og:type":143,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":145,"canonical":99},"index,follow",{"doc_id":61,"site_id":74},1792116756]