An Investigation into the Impact of Motivational Determinants on Language Learners’ Learning in a Military University

This paper examines the effect of motivational determinants on learners’ language learning development in an intensive language learning course. Ninety-four language learners, aged 20 to 30, from a military university in Tehran participated in this study. They completed a translated, adapted version of Gardner’s Motivation-Attitude Test Battery. Four key constructs, namely motivation, integrative motivation, organizational influence, and anxiety, were obtained from the analysis of the test. The results revealed that integrative motivation predicts language learning development positively, and motivation can be considered a predictor for language learning development while organizational influence is considered a negative predictor for language learning development. The study confirms that all other factors being equal, motivation is the most important determinant of language learning. The wider concluding remark of this research is that motivation is context dependent and any language learning context is unique in this regard and has its own motivational model.