Intrinsic and extrinsic motivational factors in english language learning

This study explored the intrinsic and extrinsic motivational factors influencing English language learning among fifth-level students in the PINE career at the Technical University of Cotopaxi, using a mixed-methods approach that included surveys and classroom observations. The findings indicated that both types of motivation were present at high levels, with extrinsic motivation linked to career ambitions, social recognition, and academic requirements showing a slight predominance over intrinsic motivation, which was closely related to cultural interest, personal curiosity, and enjoyment. The results demonstrated a favorable, but not statistically significant, relationship between intrinsic and extrinsic motivation. This suggests that students use each type of motivation on its own. Students may want to learn, yet they can have trouble understanding the content. Structural issues that might make learning harder include having too many students in a class and having classes that are too hard. To get pupils more interested in studying English, both intrinsic and extrinsic motivation are needed. However, motivation alone is not enough. Students may not do their best work until they obtain enough help from the school. This shows how important it is to improve the school's infrastructure in order to acquire the best learning outcomes.