Mcclelland's Achievement Motivation Theory
.8.3 McClelland’s Achievement Motivation Theory
The actual performance of a language task mostly requires the students to be in pen and paper 's test rather than an abstract demonstration of knowledge (McNamara, 1996). Language tester usually uses a set of test to evaluate language proficiency for each language skill of the students. The final result of the test is known as the person 's language proficiency and it illustrates the person 's language performance.
Abedi et. al (2005) states that students ' language proficiency levels are in association with performance on content-based assessments. The test evaluates the students ' answer on the test items and the overall results will unveil the students ' knowledge and understanding of the
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The theory was among the earliest theory which introduces achievement in relation to motivation. In addition, the theory is still being used as the base for researchers aiming to identify possible factors which driving human actions. Research with the aim of identifying the voluntary drive for any action should use the theory as it was the best theory best theory explaining people 's achievement based on their motivation (Moore and Rotter, 2010).
Furthermore, the theory is considered as the most flexible theory where it explains the achievement and motivation in various contexts and fields. This can be seen in Collins, Hanges and Locke (2004) and Moore and Rotter (2010) where the theory was used as the main theory in studying voluntary drive of a person and also to identify the entrepreneur behaviour of a person. This consequently means that this theory also suitable to relate the motivation in L2 learning and might also be the best theory to explain achievement and motivation in
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The findings from the interviews will reveal the factors that influence the motivation of the respondents in learning English. The factors will reflect their actual needs in learning and strive for good performance in English. As an example, if the students are driven to learn English for better chances in job hunting, they are considered as having the need for achievement and if they are driven to learn English for communication, they are considered as having the need for affiliation.
In short, the achievement motivation theory is essential for the qualitative part of the present study where the findings will explain the true intention or need of the learner in learning English. As a conclusion, the three theories used in explaining the variables in the present study are the theories which describe and explain how the elements such as motivation, language learning, individual differences and language performance are interrelated with each
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