that one can have a ‘strong’ desire to learn, but have a different attitude towards the learning process itself. Nevertheless, some researches still claim the attitude towards learning has a high predictive capacity because attitude has a strong association with direct behavior (i.e. learning). From 1993 to 2010, the model's schema was rigorously changed to encompass the variability in the external factors affecting L2 learning; the term “social milieu” became “the external factors”. More characteristics were added to describe the variables affecting each of the individual factors; these were compiled in the Attitude Motivation Test Battery developed by Gardner. Attitude Motivation Test Battery Gardner also created the Attitude Motivation Test Battery (AMTB) to quantitatively measure the four main factors and their sub-units, and to predict L2 performance/outcome of the learning. The test generally instructs participants to rate a set of statements on a scale of 1 to 7 (i.e. least likely to most likely), and on a 6-level Likert Scale (i.e. strongly disagree to strongly agree). Different statements correspond to a certain variable (or main factor), and scores from those sets are added up to determine how much of that variable is influencing the language learning of the participants. Like the model, however, the test has also been revised over the years. In Gardner's review of the Socio-educational Model, he named the four overarching variables which are measured in the AMTB: (1) integrativeness, (2) attitude toward learning situation, (3) motivation and (4) language anxiety. Other variables such as the instrumental orientation and parental encouragement in the AMTB are used in different settings or as needed. Integrativeness The integrativeness variable (also known as the integrative motive) reflect the cultural context of L2 learning as it attempts to measure how open a learner is to the other culture that primarily uses L2. The AMTB assesses this variable by accounting for the extent to which the learner is generally interested in foreign languages, as well as his/her preset attitudes towards the community where the L2 comes from. It also accounts for the integrative orientation of the individual or the social and cultural reasons why the individual learns the L2. Attitude toward learning situation Contrary to integrativeness, the attitude towards learning situation accounts for the education context of L2 acquisition and the affective facts that correspond with it. The AMTB measures this variable by asking the individual to evaluate the teacher and the course