Motivation and Attitude of Language Learning Among Students (Case Study: Mashhad University of Medical Sciences and Ferdowsi University)

Background: today, learning english is an undeniable necessity becauseenglish is the language of science and the training of different disciplines athigher levels and science production is done in english. motivation is avariable that is considered as a fundamental pillar in the learning category.methods: in this cross-sectional study, 607 students of mashhad universityof medical sciences and ferdowsi university from faculties of health,nursing and midwifery, paramedical, medicine, dentistry, pharmacy,agriculture, geological, veterinary, and biology who were studying in thethird semester were studied during the academic year of 2018-2019. in thisstudy, the faculties of mashhad university of medical sciences and ferdowsiuniversity were selected using a stratified sampling method. in addition,the motivation and attitude of the english language learning (gardner)questionnaire was used in the present study.results: the mean score of total attitude and knowledge in ferdowsiuniversity was 109.29 ± 16.04, and in the university of medical sciences itshowed that 108.91 ± 17.39. 2.1% of the students had poor motivation andattitude, while it was medium in 24.7%, good in 64.7% of students, and 8.4%had a very good motivation and attitude to learn. by assessing the scores ofattitude and motivation, it was demonstrated that the students had a positiveattitude towards the language; however, the motivation of language was notfavorable among students. there was a significant relationship betweenstudents' motivation and their educational level (p < 0.05); however, thestudents with higher educational levels were more motivated. there was nosignificant difference between students’ motivations of two universities. nosignificant relationship could be observed between motivation and major,native status, age, as well as gender (p > 0.05).conclusion: the students of two universities, without significantdifferences, had a good attitude toward language learning. however, themotivation score was not as desirable. not using the main books andresources of language, inappropriate employment or lack of employment,and economic difficulties were considered as motivational barriers.