ModelLing The role of inter-cultural contact in the motivation of learning english as a foreign language

Figure 2 The schematic representation of the final model with the standardized estimates

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The original sample (n=1025) Sample used in SEM (n=237)

Figure 2

The schematic representation of the final model with the standardized estimates (chi sq/df=1.848, CFI=.98, NFI=.957, NNFI=.977, RMSEA=.06, PCFI=.857)

APPENDIX A
Information on the descriptive statistics and reliability of the scales in the analysis

		The original sample (n=1025)		Sample used in SEM (n=237)
	Cr. 	Mean	St. dev.	Mean	St. dev.
Motivational/ attitudinal scales
Integrativeness	.76	3.50	.91	3.98	.73
Instrumentality	.71	4.39	.54	4.61	.42
Milieu	.63	4.36	.70	4.58	.58
Self-confidence	.64	3.22	.81	3.77	.74
Contact scales
Direct spoken contact	.77	1.95	.79	3.18	.54
Direct written contact	.72	1.65	.86	2.46	1.08
Indirect contact	.63	2.84	.79	3.38	.78
Foreign media contact	.69	2.47	.80	3.12	.81
Perceived importance of contact	.53	3.24	.86	3.55	.78
Criterion measure
Motivated learning behavior	.74	3.08	.97	3.58	.81

APPENDIX B

Intercorrelations of the scales used in SEM

	1.	2.	3.	4.	5.	6.	7.	8.	9.
1. INTEGRATIVENESS
2. Instrumentality	.481**
3. Milieu	.229**	.369**
4. Self-conf	.347**	.356**	.296**
5. Direct spoken contact	.226**	.182**	.047	.309**
6. Direct written contact	.106	.143*	.039	.286**	.485**
7. Indirect contact	.259**	.260**	.203**	.104	.170**	.148*
8. Foreign media usage	.306**	.314**	.161*	.357**	.387**	.447**	.383**
9. Perceived importance of contact	.277**	.254**	.162*	.115	.172**	.081	.207**	.094
10. Motivated learning behavior	.359**	.258**	.350**	.433**	.253**	.224**	.313**	.377**	.344**

** Correlation is significant at the 0.01 level. * Correlation is significant at the 0.05 level.

1 In this study we use the two terms inter-ethnic and inter-cultural interchangeably.

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