The Relationship Between Motivation Components and Preferred Learning Components among Students at International Univeristy of Sarajevo

Motivation plays an important role in all forms of the success, especially in language learning. Motivation in English language learning often conditions the academic achievement of the students. This and similar predicaments led SLA researchers to develop different methodologies to determine the level of motivation among different types of students. Therefore, this paper aims to determine motivation components of English language learning; preferred learning components/methods; and the relationships between motivational components and preferred learning components/methods among IUS students. For testing the main research questions, Smidth’s (2006) adopted questionnaire was distributed to 70 students at the International University of Sarajevo. The research findings indicated that extrinsic motivation (M = 34.15) was the highest motivational factor for the students. Expectation as a motivational factor (M= 26.4) was at the second place for the students. Motivational strength with the (M = 13.00) followed as the next motivational factor. Intrinsic motivation (M = 12.97), stereotypical attitudes toward Americans & British (M = 12.15), personal psychological needs (M =9.06) with their means as shown in the brackets were the least influential factors in students motivation. We have also found the correlation between the Motivational Components and the Preferred Learning components.