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The Effect of Integrative Motivation on Students' Achievement among the Intermediate French Language Learners in a Community College Speech Community
2013
This study examined whether integrative motivation would improve academic achievement in a French language learning classroom. The study was conducted with a speech community in the Intermediate French classroom at a midsize university outside of Baltimore, Maryland. The sample consisted of 27 students. It used a quasi-experimental pretest/posttest design to determine and compare the effects of integrative motivation on students' achievement produced by cultural teaching strategies. The
doi:10.13016/m2915p
fatcat:6vali4y6nvaqld5zxejcwpaxhi