International Journal of Applied Educational Studies

The intent of the study was to investigate the motivational effects on English learning for English as a foreign language (EFL) grade 12 students in public schools in the United Arab Emirates (UAE). To achieve this intent, 363 students’ scores on the Common English Proficiency Assessment (CEPA) were related to the students’ state of satisfaction, willingness to communicate with people from other cultures, integrative orientation, instrumental orientation, extrinsic motivation, intrinsic motivation, and willingness to spend time learning English as measured by a selfreport questionnaire. The study showed that there were significant positive correlations (p<.05) between English language achievement and willingness to communicate with people from other cultures, integrative orientation, intrinsic motivation, and willingness to spend time on learning English. However, there was a significant negative correlation (p<.05) between language attainment and extrinsic motivation.

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