'''Kitjaroonchai and Kitjaroonchai (2012) Investigated the types of motivation

(integrative and instrumental) that Thai English majors at Asia-Pacific International University
hold toward learning of English language, and the study results revealed that the students had
high levels of integrative and instrumental motivation to learn English and their instrumental
motivation was found slightly higher than their integrative motivation.

Sayeedur (2012) undertook "Orientations and Motivation in English Language Learning:

A Study of Bangladeshi Students at Undergraduate Level". This study analyzes and determines,
the various socio-psychological orientations of the undergraduate students of private universities
of Bangladesh towards learning English. The investigation also demonstrates that the learners
learn English for 'instrumental' reasons as opposed to previous research conducted in
Bangladesh, which concluded that 'integrative motivation' as being the dominant motivational
orientation for the students to learn English. This study of the social-psychological variables of
the students will possibly provide additional insights in better identifying existing motivational
challenges and in taking a more realistic perspective about the ELT (English Language
Teaching) situation in the country. Finally, some recommendations on future directions for this
research area in Bangladesh have been highlighted.

--Nakhon Kitjaroonchai (2012) studied "Motivation toward English Language Learning

of Students in Secondary and High Schools in Education Service Area Office 4, Saraburi
Province, Thailand".This study aimed to investigate the English language learning motivation
level of secondary and high schools students in Saraburi Province, and significant differences
between the learning motivation of students with high academic achievement and that of other
learners. A modified 20-item motivational survey adapted from Gardne r's (1985)
Attitude/Motivation Test Battery (AMTB) was administered to 266 secondary and high school
students in Education Service Area Office 4, Saraburi Province. The study results indicated that
the students had high levels of motivation - both integrative and instrumental - to learn the
English language, albeit their instrumental motivation slightly outperformed their integrative
motivation. The study also showed that there was a significant difference (P-Value = 0.007) at
the level of 0.01 between the learning motivation of students with high academic achievement
(GPA>3.20) and that of other peers (GPA ?3.20).

. 'wad Mohamed (2012) studied "Role of Motivation and Attitude in Introduction and
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Learning of English as a Foreign Language in Libyan High Schools".The acceptance of English

as an international language has encouraged many nations to introduce curriculums that cater for

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