An Investigation of Motivation Levels of Preparatory School Repeat Level Students

Abstract

This research aims to compare the motivation levels of the students at a preparatory school in a private university, in Turkey, during different semesters in which they study in C-Repeat (CR) and C-Proficiency (CP) levels. The students are called repeat-level students because they could not pass TOEFL ITP on their first attempt and continue studying at the preparatory level. In this study, a mixed method was applied. This study embraced Dörnyei’s L2 Motivational Self System as its theoretical framework. Data were collected thorough a questionnaire and semi-structured interviews in two consecutive education semesters. The sample consisted of 90 participants from a private university in Ankara, Türkiye. Quantitative data analysis was completed via SPSS 25.0. Thematic Analysis method was used for qualitative data analysis. It was expected that there would be a significant difference between the statistical results of these two groups of repeat students. The results indicated that although there is no significant difference between the motivational levels of CR and CP levels, Ought to self, Instrumentality Prevention, Travelling, and Positive Change of Future Self-Image have been found significant variables that affect the students’ language learning motivation. As a result of the interview, the students shared a common response regarding two different curricula, both of which have advantages and disadvantages. When asked whether the curriculum affected their motivation, they asserted the presence of both positive and negative aspects. Keywords: language learning motivation, curriculum, toefl ıtp, preparatory school, repeat level students