Author:

Abstract

This paper is an attempt to investigate whether the outcome of learning advanced language skills through the distance mode is affected by students' orientation to learning and by their previous learning experiences.

Motivation or orientation to learning is a factor often used to explain variation in student performance. Motivation is of fundamental importance particularly to Open University students since a) they have chosen to engage in post-compulsory education and, b) because the nature of distance education requires the student to be responsible for steering and maintaining her own learning. Orientation to learning, following Morgan (1993) is broadly categorised as ‘vocational', ‘academic' or ‘personal' and used in conjunction with motivation in language learning defined as ‘instrumental' or ‘integrative' (Gardner and Lambert 1972). Prior learning was established on the basis of formal education/examinations taken before enrolling at the Open University.

doi: 10.4038/ouslj.v2i0.366

OUSL Journal (1999) Vol.2, (pp.94-124)