Analysing the Role of Intrinsic and Extrinsic Motivation in English Language Learning

This research investigates the relationship between intrinsic and extrinsic motivation in undergraduate students studying English as a second language. Using a quantitative descriptive approach, data were collected from 78 college students via a questionnaire based on the Language Learning Orientation Scale (LLOS). The findings show that extrinsic motivation, including academic requirements, career motivations, scholarships, and extrinsic rewards, plays a dominant role in influencing students' motivation to learn English. Students view English competence as an integral component of achieving long-term goals such as employment, further education, and opportunities abroad. Although some of the participants were intrinsically motivated, for example, enjoyment of language and intercultural communication, these had less impact compared to the extrinsic ones. No gender-based analysis was undertaken, thus ruling out conclusions about motivational differences between male and female students. The results indicate that English language programs should align instructional strategies with students’ academic and career goals and use engaging interest-based learning practices to heighten intrinsic motivation. Inferential gender-based analysis should be conducted in future research to better understand motivational differences. In general, the research highlights the great influence of extrinsic motivation on English language study by undergraduate learners.