The present study intended to investigate Chinese proficiency achievement, integrative and instrumental motivation among Malaysia Chinese Language pre-service teachers. Integrative and instrumental motivation are two psychology factors that directly influence Chinese proficiency. The samples consisted of pre-service Chinese teachers attending undergraduate and postgraduate diploma teacher education programs. 407 samples from five Malaysian Teacher Training Institutes participated in this study. The analysis revealed three importance findings. First, the undergraduate pre-service teachers’ Chinese proficiency test results were better than the postgraduate diploma pre-service teachers. Secondly, the mean of integrative and instrumental motivation of undergraduate pre-service teachers was higher than postgraduate diploma pre-service teachers. Thirdly, the t test showed that the mean of integrative and instrumental motivation significantly differed between undergraduate with postgraduate diploma teacher education programs.
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In-Text Citation: (Ter, Peng, Hutagalung, & Hamid, 2019)
To Cite this Article: Ter, T. C., Peng, C. F., Hutagalung, F., & Hamid, Z. (2019). Integrative and Instrumental Motivation among the Chinese Language Preservice Teachers. International Journal of Academic Research in Business and Social Sciences, 9(6), 1216–1227.
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