Motivation of Families and Students to Learn English Language in Ardabil Province

The present study investigates the motivational orientations of secondary school students and their parents towards learning English in Ardabil, Iran. Quantitative in design, ۲۰۰ participants' data were gathered using a ۱۶-item questionnaire that measured intrinsic and extrinsic motivation. Data were scored using the Rasch Rating Scale Model. The results suggest that there are distinct motivational differences between the two groups. Students were more extrinsically motivated, with grades, academic requirements, and expectations from others being the most important driving forces for their learning. In contrast, parents had higher scores on intrinsic motivation and treated English as a worthwhile resource for improving their personal status, enriching future possibilities, and participating in international interaction. Both motivation scales showed strong psychometric quality: acceptable reliability, ordered category thresholds, and good synchronization between item difficulties and the distribution of participants' motivation. The findings reveal a generational gap in how English learning is perceived and imply the necessity for teaching practices that nurture students' intrinsic interest in this subject. Moreover, greater collaboration between school and home may assist in aligning long-term goals with students' quotidian learning. Implications for educators, administrators, and policymakers inform further adjustments in motivational support within English language education.

کلیدواژه ها:

English Language ، Motivation ، extrinsic and intrinsic motivation ، Ardabil ، students ، family