This study investigated the motivational orientations of Chadian university EFL students and how those orientations related to the subjects' perceptions of the recent oil project in Chad. It is hoped that the results of the study would add to our understanding of the role of external and internal factors that affect second/foreign language learners' attitudes. The study was based in the Self-Determination Theory which, arrays motivation along a continuum from Amotivation to External Motivation and Intrinsic Motivation.
The study used a questionnaire developed by Noels, Pelletier, & Clément (2001) to investigate language learners' motivational orientations and a self-developed questionnaire to assess the perceptions of the oil project underway in Chad by students in three majors: English, Engineering and Business. These subjects were randomly selected from the entire population of students enrolled at the University of N'Djaména and the School of Engineering ( Ecole Nationale des Travaux Publics ) in the three majors cited. These three majors were chosen based on their potential to be employed in the oil industry. Of the 400 questionnaires sent out, 208 were returned and 200 were usable.
The results of the study suggest that the majority of students indicated no sign of Amotivation (89%). Instead, almost 80% showed strong motivation to learn English regardless of the employment situation in the oil project. The one-way ANOVA analyses indicated that there was a significant relationship between the students' motivational orientations and their perceptions of the oil project. The two-way ANOVA revealed an interaction between major and oil project effect when Amotivation, External Regulation, Introjected Regulation and Intrinsic Motivation-Stimulation where used as dependent variables.
