The relationship between efl learners' motivation and their achievement in an English for academic purposes course

The present study investigates the relationship between EFL learners' motivation and their achievement levels in an English for Academic Purposes (EAP) course at university level. Motivation is considered to influence individuals' interest and determination in fulfilling a specific task or pursuing an activity (Dörnyei, 2009a; Ellis & Larsen-Freeman, 2006). Acquiring a second language (L2) is no exception. Therefore, the role of motivation in the field of L2 learning has been researched extensively following various theories of motivation. Although L2 motivation has received much attention over the last few decades, little attention has been paid to the role of motivation in the achievement of learners in EAP contexts. Hence, the role of motivation in EAP Courses is not well documented. Therefore, the main purpose of this study is to analyze the effects of motivation on achievement within the context of EAP. From among many theories dealing with motivation, this research project is mainly grounded in the "L2 Motivational Self System" in that it integrates multiple dimensions of motivation (Dörnyei, 2005, 2009). A questionnaire, based on L2MSS, was adapted from existing instruments and validated for the purpose of this project (Taguchi, et. al., 2009; Papi, 2010). It was administered to 385 undergraduate EFL learners enrolled in an EAP course at a private university in İstanbul. Data analysis revealed a positive relationship between motivation and achievement levels in an EAP course. Key Words: Motivation, English for Academic Purposes, EAP Courses, L2 Motivational Self System, L2MSS, Ideal L2 Self; Ought-toL2Self; L2 Learning Experience, SLA, Individual Differences