ABSTRACTLANGUAGE LEARNING MOTIVATION AND ORAL PROFICIENCY IN LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE: THE CASE OF UNIVERSITY STUDENTS IN RWANDA.By Jean Baptiste NzananaBuilding on existing research on the role of motivation in language learning, the present study investigates the relationship between EFL learners’ motivation and their oral proficiency, particularly college-level EFL learners in Rwanda where there are limited opportunities for language use and exposure. The study is guided by the following research questions: What is the status of oral proficiency and motivation in university EFL learners in Rwanda; Is there a relationship between their proficiency and motivation? To what extent are they related? Data collection tools included a survey (106 students) and interviews with students (41) and teachers (3). Interviews with students were used as both qualitative data and speech samples. The latter were rated by five native speakers of North-American English for their accentedness, comprehensibility and fluency, and the results were used as oral proficiency data. Some motivation constructs as used in the literature were found to work differently for the current population, where the Ideal L2 Self and Integrative Motivation turned out to contribute to one construct identified as Integration into the Global Community. Results from the survey and interviews with both students and teachers revealed that students were highly motivated, while their oral proficiency was found to be average. Correlation analyses were run to gauge the relationship between students’ motivation to learn English and their oral proficiency. Findings revealed a weak correlation between learners’ motivation to learn English and oral proficiency. Based on results of the study, appropriate pedagogical implications and recommendations as well as avenues for future research are proposed.
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