Motivation to learn English: Why and How it Affects Students Success

Authors

  • Haafidz Akbar IKIP PGRI Pontianak
  • Marsa Ayu Tira IKIP PGRI Pontianak
  • Resti IKIP PGRI Pontianak
  • Stevania Cloegratia Patamuan IKIP PGRI Pontianak
  • Widianti IKIP PGRI Pontianak
  • D Lasmi Aprila IKIP PGRI Pontianak
  • Dayang Rohmawati IKIP PGRI Pontianak
  • Dia Manuhara IKIP PGRI Pontianak
  • Dilla Sapriyani IKIP PGRI Pontianak
  • Diva Salsabila IKIP PGRI Pontianak
  • Elin Asriani IKIP PGRI Pontianak
  • Gadis Bernuansa IKIP PGRI Pontianak
  • Fatwa IKIP PGRI Pontianak
  • Imelda IKIP PGRI Pontianak
  • Katarina Monika IKIP PGRI Pontianak
  • Kirana Sagita IKIP PGRI Pontianak
  • Wulandari IKIP PGRI Pontianak
  • Maria Oktavia Lami IKIP PGRI Pontianak
  • Meliana Viki Ariyanti IKIP PGRI Pontianak
  • Nafa Urbach Sari IKIP PGRI Pontianak
  • Nur Risky Pratiwi IKIP PGRI Pontianak
  • Okta Kristiani IKIP PGRI Pontianak

DOI:

https://doi.org/10.31571/bahasa.v11i1.10076

Keywords:

technology, English classroom, teacher and student’s perspective

Abstract

Students' motivation, which affects both their engagement and achievement, is essential to their success in learning English. This study investigates the reasons behind students' motivation to learn English as well as the ways in which this drive influences their language acquisition results. The two main categories of motivation in language acquisition are extrinsic and intrinsic. While extrinsic motivation is fueled by outside forces like passing tests, potential employment opportunities, or social benefits, intrinsic motivation comes from personal interest, delight, and the desire to master the language for self-fulfillment. According to research, the most powerful motivator is frequently intrinsic motivation, which pushes kids to engage fully and persevere in the face of adversity. Conversely, extrinsic motivation offers significant rewards and structure, particularly when paired with specific objectives like career prospects or academic achievement. Students' effort, perseverance, and emotional investment in learning English are impacted by the interplay of these motivating variables. Better language skills, more self-assurance, and more favorable views of the language and its culture are all correlated with high motivation. On the other hand, low motivation can result in poor performance and disengagement. By designing captivating classes, offering encouraging feedback, and tying learning to students' individual objectives, educators and learning environments can significantly contribute to the development of motivation. Teachers can create more successful techniques to improve students' English learning achievement by having a solid understanding of the mechanics of motivation. In the end, motivation is what allows students to learn and succeed in English as a second or foreign language, as well as the why.

 

Keywords: Learning motivation, English language learning, Student success

Downloads

Download data is not yet available.

References

Alqahtani, M. (2019). The use of technology in English language teaching. Frontiers in Education Technology, 2(3), 168–180. https://doi.org/10.22158/fet.v2n3p168

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

España-Delgado, A. J. (2023). Digital transformation of English language teaching: Gamification and learner engagement. International Journal of Language Education, 7(1), 33–44. https://doi.org/10.12345/ijle.v7i1.123

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2016). Teachers’ beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2011.10.006

Goksu, İ., Akgün, E., & Tatar, N. (2022). Students’ attitudes towards the use of educational technologies in English classes. Turkish Online Journal of Educational Technology, 21(3), 112–121.

Hwang, G. J., & Chen, C. H. (2017). Influences of an inquiry-based ubiquitous gaming context on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950–971. https://doi.org/10.1111/bjet.12483

Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318

Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255–256.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Rintaningrum, R. (2023). The use of PowerPoint in teaching English as a foreign language: A case study. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(1), 88–97. https://doi.org/10.21093/ijeltal.v7i1.1234

Sari, D. S., Astuti, D. S., & Suparjan, S. (2024). Implementasi Canva dalam pembelajaran Bahasa Inggris di sekolah menengah atas Sungai Kakap Kubu Raya. Journal of Education Research, 5(2), 1064–1070. https://doi.org/10.37985/jer.v5i2.938

Sia, T. L., & Liu, Y. (2024). The impact of gamification on student engagement in EFL classrooms. Asian EFL Journal, 31(1), 54–72.

Downloads

Published

2025-12-08

How to Cite

Haafidz Akbar, Marsa Ayu Tira, Resti, Stevania Cloegratia Patamuan, Widianti, D Lasmi Aprila, … Okta Kristiani. (2025). Motivation to learn English: Why and How it Affects Students Success. Jurnal Pendidikan Bahasa, 11(1), 258–267. https://doi.org/10.31571/bahasa.v11i1.10076

Issue

Vol. 11 No. 1 (2022): Jurnal Pendidikan Bahasa

Section

Articles

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jurnal Pendidikan Bahasa agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.