On The Effect of Self-Motivation Instruction on the Language Learners’ Belief on Autonomy

Dörnyei (2005) proposed a new form of motivation which aims at equipping the learners with a lifelong approach to motivation which is self-induced by the learner and it is not needed for any extrinsic mediation, having understood how to keep yourself motivated. This study was an attempt to find out the effect of self-motivation strategies instruction on the learners’ belief on learner autonomy in L2 learning. To find out the possible effect of our independent variable we selected one intermediate level class in grade 2 (25 males) in high school out of the whole population of high school students in west Azerbaijan, Iran, via availability sampling. Having ensured the homogeneity of the class members’ English proficiency through Nelson test, we gave them a questionnaire on the learners’ belief on autonomy in learning L2 to answer. Then within two months, in a separate class the students were given instructions on how to employ self-motivation strategies while learning English. After two months of instruction, they were given the same questionnaire again to get to know the possible effect of our independent variable. Having analyzed the obtained data in SPSS software, the results showedthat our hypothesis was rejected and our null hypothesis was verified.