Motivation for English Language Learning Among Macedonian Academic Staff: Analyzing Key Motivational Drivers

Session

Language and Culture

Description

In a world where academia is more connected than ever, English proficiency has become the master key for Macedonian scholars seeking to unlock international opportunities. This study investigates the motivation for English language learning among academic staff in North Macedonia, focusing on the identification of the most and least influential motivational drivers. Based on the data collected 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 indicate a clear hierarchy of drivers i.e. the highest scores for international career advancement ("useful in getting better academic work position abroad," mean=4.58) and academic mobility ("help during study visits/mobility," mean=4.57). On the other hand, formal certification requirements (FCE, IELTS, TOEFL) emerged as the least motivating factor (mean=3.90). This points out to a compelling story, meaning it's not about passing a test, but about opening doors to global opportunities. The findings demonstrate a strong pragmatic orientation among Macedonian academics, emphasizing the need for university language support programs that should focus more on academic integration in the real world and career growth than on test preparation.

Keywords:

English language learning, motivation, instrumental motivation, integrative motiva-tion, academic staff, higher education

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

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Oct 25th, 9:00 AM Oct 26th, 6:00 PM

Motivation for English Language Learning Among Macedonian Academic Staff: Analyzing Key Motivational Drivers

UBT Lipjan, Kosovo

In a world where academia is more connected than ever, English proficiency has become the master key for Macedonian scholars seeking to unlock international opportunities. This study investigates the motivation for English language learning among academic staff in North Macedonia, focusing on the identification of the most and least influential motivational drivers. Based on the data collected 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 indicate a clear hierarchy of drivers i.e. the highest scores for international career advancement ("useful in getting better academic work position abroad," mean=4.58) and academic mobility ("help during study visits/mobility," mean=4.57). On the other hand, formal certification requirements (FCE, IELTS, TOEFL) emerged as the least motivating factor (mean=3.90). This points out to a compelling story, meaning it's not about passing a test, but about opening doors to global opportunities. The findings demonstrate a strong pragmatic orientation among Macedonian academics, emphasizing the need for university language support programs that should focus more on academic integration in the real world and career growth than on test preparation.