Students’ attitudes and motivation to learn English : A mixed-method study with students enrolled in vocational study programs

Abstract: The present study aimed to investigate the variations in students’ motivation and attitudes to learn English. Previous research has shown that attitudes and motivation among students enrolled in vocational study programs have difficulty with the academic subjects, work ethics, and an anti-study culture among them (Lindahl, 2015; Boström, 2013; Smagorinsky, 2010). The present study aimed to investigate the attitudes and motivation of students enrolled in vocational study programs through a questionnaire and semi-structured focus group interviews. The material was analyzed through the theoretical framework of Dörnyei’s (2005;2009) Motivational L2 self-system concepts: the ideal L2 self, the ought-to L2 self, and the L2 learning experience. The study showed differences within the different vocational study programs, where the Agricultural Program was mainly motivated by the ought-to L2 self. The Building and Construction Programs were motivated by all three concepts, and the Equestrian and Veterinary Care Programs were motivated by the ideal L2 self. In other words, there was no consensus on what influenced the motivation and attitudes toward English. Therefore, the teachers should invest in relationships with their students to know what motivates them since there is a clear difference between the programs.