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The study measures students’ success motivation using the “Success Oriented Motivation Scale” and reports a positive, significant relationship between success-oriented motivation and language proficiency scores, based on 678 students.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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[www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 151-162  \nMeasuring Language Learners’ Success Oriented Motivation  \nMurat Polat  \nDr., Anadolu University, Turkey, [mpolat@anadolu.edu.tr](mpolat@anadolu.edu.tr)  \nTurkish language learners’ motivation is affected by a number of internal and external factors such as the reasons why they learn a language, when and how long they learn it and what happens if they fail to learn it well enough to pass the required tests in a specific time. In Turkey, most university students (if they are not proficient) have to learn a foreign language for at least one year in language schools of the universities they are admitted to. Some of these students receive this language education voluntarily, whereas the others have a compulsory language education; therefore, motivation of the learners towards language learning is highly critical. In this study, success-oriented motivation of students at a language school was investigated in terms of their gender, language levels, faculties, achievement scores, university choice rankings and their willingness to learn a foreign language. 678 students from 10 different faculties of two state universities in Eskişehir participated in this study. The students' motivation of success was measured with \"Success Oriented Motivation Scale\" and the results revealed that there is a positive and significant relationship between success-oriented motivation and language proficiency scores.  \nKeywords: language learners’ motivation, intrinsic motivation, extrinsic motivation, academic achievement, EFL  \nINTRODUCTION  \nMotivation in learning a foreign language has a significant role which makes the language teachinglearning process fast, easy and continuous. To illustrate, motivation is the igniter of the senses like curiosity, interest, scheduling and finally getting on action for an individual in its own learning. It is the motivation itself that makes enthusiastic language learners by planting in their minds the seeds of curiosity, self-confidence and self-direction. Needless to say, the curiosity to learn a simple or a complex skill is mostly the initial stage to start learning. Tucker et al. (2002) stated that motivation is the key factor in students’ dedication in learning, the higher it is, the easier the learning and teaching are. This is a clear example that learning is a cognitive process and motivation of the learner helps the individual sustain a deep and long-lasting learning. Ulusoy (2007) claimed that an unmotivated student would never be ready to learn something; therefore, student motivation is critical in any educational process. A number of other researchers have also supported this idea and added that although it could be hard to measure and identify students’ motivation at schools, it is evident that motivated students learn faster and better than the others, thus school administrations should investigate what makes their learners motivated or demotivated regularly to revise their teaching and learning activities (Fidan, 1985; Karagüven, 2012; Senemoğlu, 2007) .  \nAccording to Uzbaş (2009), teachers and counselors believe that the most important problem among primary and secondary school children was the lack of motivation and the difficulty of increasing motivation in the classes. Most teachers, therefore, have a hard time teaching effectively and keeping the students on the same track because of the lack of necessary motivation. That is why Öncül (2000) and Morgan (1984) defined “motivation” as the art of keeping the students on the same line and the profession of directing them to the desired way. Therefore, it is evident that the utmost quality of being  \nCitation: Polat, M. (2020) . Measuring Language Learners’ Success Oriented Motivation. Anatolian Journal of  \nEducation, 5(2), 151-162. [https://doi.org/10.29333/aje.2020.5213a](https://doi.org/10.29333/aje.2020.5213","cbCaifflnCAckKog","https://ap.wps.com/l/cbCaifflnCAckKog","pdf",479111,12,"English","# Introduction\n# The Relationship between Success-Oriented Motivation & Language Learning","[{\"question\":\"What does the study investigate regarding language learning motivation?\",\"answer\":\"The study investigates success-oriented motivation of students at a language school in relation to variables such as gender, language levels, faculties, achievement scores, university choice rankings, and willingness to learn a foreign language.\"},{\"question\":\"How was success-oriented motivation measured?\",\"answer\":\"Success-oriented motivation was measured using the “Success Oriented Motivation Scale.”\"},{\"question\":\"What is the main finding about success-oriented motivation and language proficiency?\",\"answer\":\"Results show a positive and significant relationship between success-oriented motivation and language proficiency scores.\"}]","Measuring Language Learners’ Success Oriented Motivation | PDF",1792073136]