Integrative motivation as a predictor of success in the intermediate foreign language classroom

This study investigates the ability of three variables-integrative motivation, instrumental motivation, and the need to fulfill a university foreign language requirement-to predict: (1) scores on a simulated oral proficiency interview (SOPI) and (2) the desire to enroll in a foreign language after fulfilling the language requirement. Analysis of data from a questionnaire and a SON administered to 130 students completing their fourth-semester Spanish course identified integrative motivation as a significant predictor of both SOPI scores and students' desire to continue studying Spanish beyond the four-semester foreign language requirement. A negative relationship was also found between the need to fulfill the language requirement and an intention to continue with further studies in Spanish. The findings support a focus on classroom activities that enhance integrative motivation as a means of increasing student success in the foreign language classroom.