|Title||The Relationship Between Motivation Components and Preferred Learning Components among Students at International Univeristy of Sarajevo|
|Publication Type||Journal Article|
|Year of Publication||2016|
|Authors||Mulalic, A, Obralic, N|
|Journal||Epiphany - Journal of Transdisciplinary Studies,|
|Date Published||August, 8.|
Motivation plays important role in success in any line of work, consequently in language learning as well. Motivation in language learning is closely related to the achievement of the students, because success in second language learning is not achievable without motivation. In order to determine motivation of the students in SLA researchers have developed different ways in order to determine the level of motivation among different types of students. This research paper aims to determine the components of motivation in learning English language among IUS students. The second aim of this research is to identify the components of learner preferences for specific classroom practices and activities among IUS students. The third aim of this research is to identify relationships between the components of motivation and preferred classroom learning activities among IUS students .In this particular research, researchers used qualitative methodology to obtain the results for this study. Smidth’s questionnaire was adopted and administered to 33 IUS students. 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 strenght with the M = 13.00 followed as the next motivational factor. Intrisic 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.