Achievement Motivation and the Persistence of Language Errors: A Study of EFL Learners in the MENA Region

Abstract

This study explores the influence of achievement motivation on the persistence of language errors among EFL students in the MENA region, with a particular focus on intrinsic and extrinsic motivational dimensions. A sample of fifty university participants from Morocco, Tunisia, and Egypt was utilized for a mixed-methods research approach. Data collection encompassed a Likert-scale questionnaire adapted from Gardner's Attitude/Motivation Test Battery, 500-word written essays, and spoken interviews. The analysis of language errors across lexical, syntactic, and morphological categories revealed a significant correlation between extrinsic motivation, driven by goals such as career advancement, and the reduction of errors, particularly in written performance. Conversely, intrinsic motivation was associated with engagement but had less impact on error persistence. The predominance of lexical errors indicated challenges in vocabulary acquisition among the learners. Qualitative insights from the interviews highlighted the pivotal role of extrinsic motivators in driving error correction, reinforcing the quantitative findings. The study underscores the importance of designing pedagogical strategies that enhance extrinsic motivation while leveraging intrinsic engagement for sustained language improvement. These insights hold valuable implications for language teaching practices and curriculum development across the MENA region.