The Effect of Self-motivation strategies Instruction on Attitudes of EFL Learners in High School

This study was an attempt to investigate for the effect of self-motivation strategies instruction on the attitude of Iranian EFL learners. To carry out the study, (96) EFL learners at Iranian high school level were tested for their English language proficiency (using Nelson test) and 49 students randomly were selected and assigned to two groups (experimental and control). The selected participants in both groups were asked to fill in an attitude questionnaire to check for their attitude index. The experimental group participants for the whole 4 months had to take part in classes where the instructor was teaching them how to employ self-motivation strategies. At the end of the course, both groups were tested (filling the attitude questionnaire) again for any improvement in their attitude. The results of the study, analyzed via SPSS software, revealed that two groups’ students had experienced significant differences in terms of their attitude as a results of the treatment. In subsections (the ideal L2 self, family influence, instrumentality promotion, cultural interest, attitude to L2 community and integrativeness) were all significantly affected as a results of the self-motivation instructions. This study also had some implications for the other parts of educational system.