Motivational orientation, language proficiency, and selected language learner variables of East Asian language learners in the United States

The current study examined the relationships among language learning motivational orientation (reasons for taking the target language class), language proficiency, and selected language learner variables of East Asian language learners in university settings in the United States. Participants were 341 students enrolled in Chinese, Japanese, and Korean language classes in midwestern university settings. The Motivational Orientation Survey (MOS), a self-report questionnaire, was developed to measure the students' motivational orientation. The Cronbach's alpha of the MOS was .92. The MOS was divided into seven motivational orientation (MO) subscales: Integrative, Instrumental, Heritage-Related, Travel, Interest, School-Related, and Language Use MO subscales. The Sung Language Self-Assessment Questionnaire (SLSAQ), a self-report questionnaire, was used to measure students' proficiency in four language areas: listening, speaking, reading, and writing.; East Asian language learners reported that they were highly motivated by: (a) Interest MO, interest in the language and general curiosity; (b) Language Use MO, particularly in speaking and understanding spoken language, and communicating with native speakers; (c) Integrative MO; (d) Travel MO; and (e) Instrumental MO. Participants reported that they were strongly motivated by both Integrative MO and Instrumental MO. The mean of Integrative MO was significantly higher than that of Instrumental MO. Participants reported that they were more proficient in speaking and listening than in reading and writing. A significant correlation was found between motivational orientation and language proficiency.; The language of study, heritage language, requirement, and language proficiency variables had statistically significant effects on students' motivational orientation. Korean learners reported that they were more strongly motivated than Chinese or Japanese learners. Heritage and requirement were the most influential variables on student's motivational orientation. There was an interaction effect between heritage and requirement: heritage students fulfilling a foreign language requirement had the strongest motivational orientation. Female heritage students had a stronger motivation than male heritage students.; The language of study and the heritage language significantly influenced students' proficiency. Heritage students reported higher proficiency than non-heritage students in listening and reading. Korean and Japanese learners reported higher proficiency than Chinese learners in reading. Japanese learners' writing proficiency was higher than that of Chinese learners.