Motivation for English Language Learning Among Macedonian Academic Staff: Demographic Differences and Key Motivational Drivers
Session
Language and Culture
Description
The study investigates the motivation for English language learning among academic staff in North Macedonia, with a focus on demographic differences and key motivational drivers. Drawing on data from 72 respondents across public and private universities, an adapted Attitude/Motivation Test Battery (AMTB) was used to measure both instrumental and integrative motivation. The results reveal that younger academics (< 40) exhibit stronger instrumental motivation linked to career progression and international academic mobility, while female academics report slightly higher integrative motivation emphasizing social and cultural engagement. Academic rank also shapes motivational patterns: full professors demonstrate the highest instrumental motivation, reflecting their focus on research productivity and collaboration, whereas assistant professors show comparatively higher integrative motivation. The most significant motivational drivers were career advancement, participation in study visits, and opportunities abroad, while certification requirements (FCE, IELTS, TOEFL) emerged as less motivating. These findings highlight the need for tailored English language learning support that accounts for demographic-specific motivational profiles and balances both instrumental and integrative dimensions to enhance academic and professional outcomes in higher education.
Keywords:
English language learning; motivation; instrumental motivation; integrative motivation; academic staff
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-982-41-2
Location
UBT Lipjan, Kosovo
Start Date
25-10-2025 9:00 AM
End Date
26-10-2025 6:00 PM
DOI
10.33107/ubt-ic.2025.270
Recommended Citation
Dodevska, Vesna Paunkoska, "Motivation for English Language Learning Among Macedonian Academic Staff: Demographic Differences and Key Motivational Drivers" (2025). UBT International Conference. 9.
https://knowledgecenter.ubt-uni.net/conference/2025UBTIC/LC/9
Motivation for English Language Learning Among Macedonian Academic Staff: Demographic Differences and Key Motivational Drivers
UBT Lipjan, Kosovo
The study investigates the motivation for English language learning among academic staff in North Macedonia, with a focus on demographic differences and key motivational drivers. Drawing on data from 72 respondents across public and private universities, an adapted Attitude/Motivation Test Battery (AMTB) was used to measure both instrumental and integrative motivation. The results reveal that younger academics (< 40) exhibit stronger instrumental motivation linked to career progression and international academic mobility, while female academics report slightly higher integrative motivation emphasizing social and cultural engagement. Academic rank also shapes motivational patterns: full professors demonstrate the highest instrumental motivation, reflecting their focus on research productivity and collaboration, whereas assistant professors show comparatively higher integrative motivation. The most significant motivational drivers were career advancement, participation in study visits, and opportunities abroad, while certification requirements (FCE, IELTS, TOEFL) emerged as less motivating. These findings highlight the need for tailored English language learning support that accounts for demographic-specific motivational profiles and balances both instrumental and integrative dimensions to enhance academic and professional outcomes in higher education.