The fourth research question aimed to determine if there was significant difference between individual differences and motivation towards spoken English skills among TESOL undergraduate students. The results obtained from quantitative study obviously pointed as follows:
Firstly, the first sub question of this research question verified whether there is significant difference on motivation between the four levels of age differences. A one- way analysis of variance (ANOVA) showed that there was not statistically significant difference between them as the Sig. value is larger than .05 (p=.135). This finding indicates that their motivation is identical as it is unchanging even though their ages are differences.
Secondly, it ascertained if the mean score differences on motivation between male and female towards spoken English skills. The independent sample t- test (p=3.44>.05) indicated that no significant difference among them in term of motivation. It signifies that the students are motivated to study spoken English skills regardless the gender.
Last but not least, the final sub question aimed to figure out the mean differences on motivation between the four levels of levels of L2 proficiency. A one- way analysis of variance (ANOVA) showed that there was a statistically significant difference at the p<.05 level in motivation towards spoken English skills for the four levels: F (3,153) = 5.497, p < .05. The results from Post-hoc demonstrated that the first year students were not significantly different from the second year students; however, the first year students were significantly different from both the third and the final year students.
In addition, the second year students were not significantly different from the final year, yet they were significantly different from the third year students. These findings suggested that students’ motivation throughout the levels were not the same. Perhaps, students’ motivation was challenged based on the teaching materials or learning difficulties. The result is supported by McEown and Takeuchi’s study (2014) on “Motivational Strategies in EFL classrooms” that indicated that differences in students’ proficiency levels and motivational intensity levels need to be taken into consideration.
