Motivation as a Predictor of Language Proficiency: Evidence from Iranian Management Students

Abstract

This study investigates the relationship between motivation and language proficiency, with a specific focus on the speaking abilities of Iranian intermediate-level management students. This group was chosen because effective communication skills are essential for success in management roles, and understanding the factors influencing their language proficiency is particularly important in the Iranian context, where English is commonly used in international business. A true-experimental design was employed with 60 participants from Payame Noor University in Rasht, selected based on the Oxford Quick Placement Test (OQPT) and a motivation questionnaire. Using a Likert scale, the motivation questionnaire assessed participants’ intrinsic and extrinsic motivation. Participants were categorized into ‘motivated’ and ‘demotivated’ groups based on a median split of their total motivation scores. A speaking proficiency test was conducted, and Pearson correlation analysis revealed a statistically significant positive correlation (r = 0.16, p < 0.05) between motivation and speaking proficiency. Although the correlation coefficient of 0.16 indicates a weak positive relationship, it suggests that even modest increases in motivation can lead to improvements in speaking skills. This finding highlights the importance of fostering motivation in language learning, particularly in management training and professional development. While the correlation is modest, the results highlight the crucial role of both intrinsic and extrinsic motivation in improving language learning outcomes. These findings suggest that motivating students can improve speaking proficiency, particularly among management students. However, the generalizability of these results to other populations should be considered, given the specific cultural and educational context of Iranian students.