Correlation between Curriculum s Conceptual Base and Students Motivation towards English Language Learning

The major purpose of this study was to investigate the relationship between the conceptual base of the English language textbooks and students motivation towards the course materials they studied. Specifically, this study aimed to run content analysis of the English language textbooks across grades 5-10 and to determine students motivation towards the EFL learning. Two samples were employed; one was 4 textbooks for the 5th and 10th grades representing school curriculum and 56 students from both the fifth and tenth grade students. Keller s course interest survey - CIS was adapted to solicit students responses on the motivation measure towards EFL learning. Correlation coefficients calculated between the conceptual base in EFL curriculum and students motivation towards EFL learning. The results validated Erickson s theory on the correlation between student s motivation and curriculum conceptual load. In other words, students loose motivation across grades due to the gradual decrease of conceptual load in their curriculum. The study recommended that curriculum designers are invited to balance the conceptual load of curricula across grades for its highly influential effect on students motivation toward course learning.