MOTIVATION IN LEARNING ENGLISH AMONG UNIVERSITY STUDENTS
Annotatsiya
Although learning a foreign language can be difficult, it continues to be a key focus for university students around the world. This study aims to examine how students’ motivation influences their English learning outcomes. A quantitative comparative survey was conducted among 15 second-year university students. Participants were divided into high- and low-motivation groups based on their median motivation score. The findings revealed that highly motivated students demonstrated greater engagement in learning behaviors, including independent study, use of additional resources, and classroom participation. They also reported higher levels of perceived achievement in English. In contrast, less motivated students showed lower engagement and weaker self-assessed progress. The results suggest that motivation plays a significant role in shaping students’ learning behavior and perceived success in English language learning.
Kalit soʻzlar:
Iqtiboslar
Ekiz, S., & Kulmetov, Z. The factors affecting learners’ motivation in English language education. Journal of Foreign Language Education and Technology, 1(1), 2016.
Pranawengtias, W. Undergraduate students’ motivation on English language learning at Universitas Teknokrat Indonesia. Journal of English Language Teaching and Learning, 3(2), 27–32, 2022.
Riyanti, D. The role of motivation in learning English as a foreign language. Journal of English Language Teaching Innovations and Materials, 1(1), 2019.
Thohir, L. Motivation in foreign language teaching and learning. Journal for Language and Foreign Language Learning, 6(1), 20–28, 2017.
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