Motivation and attitude of language learning among students (Case study: Mashhad University of Medical Sciences and Ferdowsi University)

Document Type: Original Article


1 Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran

2 Department of Statistics and Epidemiology, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran.



Introduction: Today, learning English is an undeniable necessity because English is the language of science and training of different disciplines at higher levels and science production is done in English. A variable motivation is to be remembered in the learning category as a fundamental pillar.
Materials and Methods:In this cross-sectional study, 607 students of Mashhad University of Medical Sciences and Ferdowsi from faculties of Health, Nursing and midwifery, paramedical, medicine, dentistry, pharmacy, agriculture, geological, veterinary and biology who were studying in the third semester, were studied during the academic year 98-1397. In this study, the faculties of Mashhad University of Medical Sciences and Ferdowsi University were selected. Stratified sampling method was set up. In this study, the motivation and attitude of English language Learning (Gardner) questionnaire was used.
Results: The mean score of total attitude and knowledge in Ferdowsi University was 109.29 ± 16.04 and in the University of Medical Sciences was 108.91 ± 17.39. 2.1% of the students had poor motivation and attitude, 24.7% mean, 64.7% good and 8.4% had a good motivation and attitude to learn. By assessing the score of attitude and motivation, the students had a positive attitude towards the language, but the motivation of language was not favorable among students. There was a significant relationship between students ' motivation and their educational level (P < 0.05) as students were more motivated. There was no significant difference between student motivations of two universities. There was no significant relationship between motivation and degree of study (P > 0.05).
Conclusion: The students of two universities--without significant differences had a good attitude toward language learning. However, the motivation score was not as desirable. Not using the books and resources of the original language, inappropriate employment, or lack of employment, economic difficulties and so on can be from motivational impediments.