faculty
 

CHAPTER FIVE

QUANTITATIVE DATA ANALYSIS

 

5.1 INTRODUCTION

This chapter presents the results of the quantitative analysis of the data obtained using the three main sets of instruments: the pre- and post-general motivation questionnaires (motivation towards language learning) conducted twice; the pre- and post-task motivation questionnaires (motivation towards the tasks) conducted three times; and the tape recordings of the learners’ oral production, recorded twice (see details in chapter 4). The data gathered are intended to enable us to investigate the following research questions:

What is the relationship between different amounts of exposure to oral tasks and the Saudi learners’ general motivation?

What is the relationship between different amounts of exposure to oral tasks and the Saudi learners’ oral production?

Is there any relationship between the Saudi learners’ general motivation and their oral production?

What is the nature of the learners’ task motivation?

Is there a relationship between different amounts of exposure to oral tasks and task motivation?

The remaining research question, ‘What are the aspects of tasks that motivate the learners?’ will be explored later, in the chapter which reports the qualitative data analysis (Ch 6).

This chapter is concerned with hypothesis testing using inferential statistics. It describes the statistical procedures used on the data and the results that these gave in an attempt to answer the research questions. The chapter is organised so that the hypotheses stemming from each research question are investigated in separate subsections. These hypotheses are as follows:

·        There is no significant relationship between the Saudi learners’ general motivation and their exposure to oral tasks.

·        There are no significant differences in the Saudi learners’ general motivation in relation to different amounts of exposure to oral tasks.

·        There is no significant relationship between the Saudi learners’ oral production and their exposure to oral tasks.

·        There are no significant differences in the learners’ oral production in relation to different amounts of exposure to oral tasks.

·        There is no significant relationship between the learners’ oral production at the end of the treatment and their general motivation after the treatment.

·        There is no significant relationship between task motivation and the learners’ experience of tasks over time.

·        There is no significant relationship between task motivation and different amounts of exposure to oral tasks.

In what follows, the relationship between exposure to tasks and the learners’ general motivation is presented in section 5.2. Then, the relationship between different amounts of exposure to tasks and the learners’ general motivation is presented in section 5.3. After that, the relationships between exposure to tasks and different amounts of exposure to tasks with the learners’ oral production are presented in section 5.4. The relationship between oral production and motivation under the effect of exposure to tasks is explored in section 5.5. Finally section 5.6 explores task motivation in terms of the interaction between motivation and task experience over time; and the relationship between different amounts of exposure to tasks and task motivation.

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