Motivational Orientations Toward Learning English Among Undergraduate and Graduate Female EFL Learners in Southern Libya

Motivation is widely recognized as one of the most influential factors in second and foreign language learning. The present study investigated the motivational orientations of undergraduate students (n = 19, 59.4%) and graduates (n = 13, 40.6%) in the English Language Department at Zawilah College of Education in southern Libya. Specifically, this study examined whether the participants were highly motivated to learn English and whether their motivation was predominantly integrative or instrumental. A quantitative research design was employed using a questionnaire adapted from Gardner’s Attitude/Motivation Test Battery (AMTB), consisting of 20 items distributed equally between integrative and instrumental motivation. Thirty-two female participants completed the questionnaires online. The descriptive findings revealed that the participants demonstrated a high overall level of motivation (M = 89.54). Both integrative (M = 89.39%) and instrumental (M = 89.69%) orientations were strongly represented, with nearly equal mean scores. To address the descriptive ceiling effects observed in the data, inferential statistical procedures were employed. Chi-Square (X²) tests of independence revealed no statistically significant differences (p > .05) between undergraduate students and alumnae across the primary motivational variables. These findings suggest that the participants perceive English not only as a practical tool for academic achievement and career opportunities (100% agreement) but also as a means of cultural understanding (93.8% agreement). This study highlights the importance of incorporating fluid, modern instructional designs that address overlapping motivational domains. Recommendations for future mixed-methods and qualitative studies are also provided.