Qashoa (2006) examined learners’ instrumental and integrative motivation for learning English, and aimed at introducing the factors influencing their motivation. Qashoa (2006) jumped to the conclusion that learners have a higher amount of instrumental than integrative motivation while learning another language. Furthermore, the results manifested that troubles with different components of English such as vocabulary, structures and spelling were reported to be the most demotivating elements for the learners. Al-Quyadi (2000) investigated Sana’a University English-majored students’ motivation towards learning English. They found that the participants had a high level of both instrumental and integrative motivation toward acquiring the target language.
With respect to their approaches, the findings indicated that the students had positive attitudes towards the English language and the use of English in the Yemeni social and educational contexts. Vaezi (2008) found that Iranian EFL learners had very high motivation towards learning the target language and they were more instrumentally motivated. On the contrary, Moiinvaziri (2008) reported that learners in her study were highly motivated in both instrumental and integrative motivation. Most of the above-mentioned studies showed a significant and positive relationship between students’ motivation and their language learning achievement. Based on the above sources, motivated learners should be more proficient in language learning, the Zarei’s (2015) study does not seem to support these claims. As a result, L2 motivation is necessarily a multifaceted construct, and explaining its identity and its main traits require specific attention.
