The study aims to (1) investigate the level of motivation of intrinsic and extrinsic factors of EFL students toward learning English; (2) examine students’ perceptions of intrinsic and extrinsic factors of EFL students toward learning English; and (3) explore the statistically significant difference between intrinsic and extrinsic factors of EFL students toward learning English by gender. This study used a qualitative method to examine these motivations, with a specific focus on intrinsic and extrinsic factors. The study involved 200 participants from the EFL student population at the National University of Battambang, with 29 students from year 1, 65 from year 2, 76 from year 3, and 30 from year 4. Among the 200 participants, 41 were male and 159 were female. The participants were aged between 18–22 years (159 students), 23–25 years (35 students), and above 25 years (6 students). The questionnaire, adapted from other studies, comprises 21 items divided into two parts. The first part consisted of 6 questions related to intrinsic motivators, whereas the second part included 15 questions related to extrinsic motivators. The extrinsic motivators were further divided into three parts: extrinsic impacts affecting the learning environment (5 questions), extrinsic motivation toward the instructor (6 questions), and extrinsic motivation according to parental influences (4 questions). The findings revealed that both intrinsic and extrinsic motivations had an impact on students' motivation to learn English at the National University of Battambang (NUBB).
Research Article
Relationship of Intrinsic and Extrinsic Factors Motivating EFL Students toward Learning English: A Case Study of the National University of Battambang
https://doi.org/10.21203/rs.3.rs-4892574/v1
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English is widely considered the most essential language globally. In modern society, mastering English as a second language is crucial because of its role in facilitating communication across countries. It is extensively utilized in diverse fields, such as education, the economy, society, and international business. In Cambodia, English is taught and learned as a foreign language and is viewed as the second most important language after Khmer. Its significance for Cambodian students is evident in various educational policies (Bon et al., 2018; Chork et al. 2024). In Cambodia, schools now teach English from Grade 1 all the way to university (MoEYS, 2015). The aim of teaching foreign languages is to ensure that students develop communication skills in listening, speaking, reading, and writing. It also aims to nurture lifelong learners who are creative and confident. However, many EFL teachers may find it difficult to help students acquire these skills, especially if the students lack motivation to learn (Bon et al. 2022; Tieng et al. 2023).
Academic achievement has been found to be largely influenced by motivation, especially in foreign language learning programs when there is minimal interaction with the target language community (Nat, 2022). Motivation is crucial in improving students' performance in learning English. Greater motivation leads to greater success in the acquisition of a second or foreign language. Students who major in English and study it as a foreign language are particularly influenced by motivational factors, which significantly impact their academic progress, skill development, and daily use of the language (Ekiz & Kulmetov, 2016). Motivation is considered a crucial factor in learning a second language, significantly affecting learners' success. Higher levels of motivation lead to greater success in acquiring a second or foreign language (Tashlanovna et al., 2020).
Problem Statement
Students can encounter a variety of obstacles and problems while studying English (Abduholiqovna & Qurbonazarovna, 2021). They can make a variety of blunders in English speech, grammar, spelling, and word use. Many students lack excitement and motivation for learning English. They focus solely on passing the course rather than truly engaging with the material. As a result, they do not listen to the teacher or absorb the content due to their lack of enthusiasm for learning (Syuhada & Fatimah, 2021). Most of the students wanted to learn English, but schools could not afford ELT to meet their demands because they lacked teachers, classrooms and teaching and learning materials (Vira, 2002).
Research Question
To achieve the optimal goals of the study, the following research questions are posed:
1. What is the level of intrinsic and extrinsic motivation of EFL students toward learning English?
2. How do students perceive the intrinsic and extrinsic factors that motivate English EFL students to learn English?
3. Are there any statistically significant differences between the intrinsic and extrinsic factors that motivate EFL students to learn English by gender?
Research Objectives
This study seeks to determine the factors affecting motivation in English-majorized students and whether there is a strong relationship between background and motivation at the National University of Battambang. The study specifically sought to investigate the following objective:
1. To investigate the level of intrinsic and extrinsic motivation of EFL students toward learning English.
2. To examine students’ perceptions of intrinsic and extrinsic factors that motivate EFL students to learn English.
3. To explore the statistically significant differences between intrinsic and extrinsic factors, the motivation of EFL students to learn English by gender was explored.
Hypotheses
H01: There is no statistically significant difference in the intrinsic or extrinsic factor motivation of EFL students toward learning English by gender.
Scope and Limitations of the Study
This study has certain limitations, which must be noted despite its significant addition to our understanding of this crucial issue and how it affects students' academic performance and achievement. This study investigated the factors affecting motivation to learn English at one university in Battambang Province. This study focuses on students from May 2024 to July 2024. We choose this period because we need more time to find more information and collect data. The participants of this research are from one university in Battambang Province, which consists of 120 English-major English students from year 1 to year 4, who were randomly selected by the research team themselves. The reason we choose the University of Battambang to be the place of our research is that this university has many schools, and it is the school where researchers also study. The school is located on National Road number 5, Prek Preah Sdach Distict, Battambang Commence, Battambang Province. Therefore, the findings cannot be generalized to other schools with different contexts in terms of students’ academic backgrounds and school faculty. The data were collected via questionnaires.
The limitation of this study is its generalizability. This study aims to investigate the factors affecting motivation in EFL students and to determine the relationship between background and motivation at a university in Battambang Province. Owing to the ex post facto design, the findings cannot be generalized to all university students. The reader is left to determine whether the results can be applied to other schools with similar demographics to those in this study.
Significance of the Research
This study highlights many significant factors, such as the following:
+Self-Researcher
-
To complete the case study
-
Knowing more ways to motivate the young generation to learn the English language
-
Get more knowledge of doing research
-
Find more ways to motivate learners
+ Students
-
Know more ways to motivate themselves
-
More motivation for learning the English language
-
Get more improve with learning a foreign language
+ Public
-
To provide motivation in learning language
-
Obtaining more sources for teaching or doing research
-
Some students lack enthusiasm in studying the English language.
Learning and teaching English as a second or foreign language is challenging and requires special effort. Both teachers and researchers recognize motivation and demotivation as critical factors in language acquisition. Recent studies have highlighted the role of motivation and the factors influencing students' motivation in learning English as a foreign language (Ekiz & Kulmetov ,2016). Every learner's motivation is crucial for foreign language learning (Khong et al., 2017). For learning activities to be successful, students need to be motivated, as motivation is a key element in completing learning tasks (Sunardi, 2021). Student motivation significantly influences English learning success in that it is the diviner of language accomplishment (Rachmajanti & Anugerahwati, 2019; Aljuaid, 2021). Hence, student motivation is essential in determining how much students benefit from educational activities and the knowledge they acquire (Tiwery & Souisa, 2019). Students with high motivation levels typically demonstrate better learning performance, leading to greater achievement, whereas those with low motivation levels show less engagement and lower achievement. Each student is motivated differently (Daif-Allah & Aljumah, 2020). Teachers must understand the types of motivation driving each student to enhance their learning motivation effectively (Caprioara, 2019).
Motivation is a significant factor in the teaching and learning process, with the learning outcome depending on students' motivation levels. Jefiza (2017) “states that success in learning English depends on motivation”. According to Harmer (2001), “a person may be motivated by the pleasure of learning or the desire to improve themselves”. “Motivation comes from within rather than from external rewards”. Additionally, “students can have extrinsic motivation, driven by external factors”. Extrinsic motivation encourages students to engage in tasks despite a lack of inherent interest, motivated by the rewards they anticipate. These rewards can range from simple tokens of recognition to significant achievements. Describes motivation as an internal drive that leads individuals to take actions to achieve their goals. Motivation is universally recognized as essential for success in learning. Without motivation, individuals cannot make the necessary efforts to achieve their goals.
Definition of intrinsic motivation
Intrinsic motivation refers to a person's natural desire to engage in an activity owing to the inherent interest, pleasure, and enjoyment it provides (Bernard, 2010). This type of motivation arises from oneself and drives individuals to seek new experiences and challenges and to assess their abilities, observe, and learn. It stems from personal needs, such as the desire to achieve a goal (Cahyono & Rahayu, 2020; Ren & Wang, 2018; IMSA-ARD, 2020). For example, a student who diligently studies a subject because they find it interesting demonstrates intrinsic motivation (Elliott et al., 2005). Students are more motivated to learn a language when they enjoy the language, the teacher, or the class, which positively impacts their language learning performance (Bon et al., 2022).
According to Cini et al. (2013) and Ryan & Deci (2000), intrinsic motivation is described as engaging in an activity for its inborn enjoyment rather than for some separate result. When a person undertakes a task willingly and without external pressure, it reflects intrinsic motivation. For example, you might go for a run because you genuinely enjoy the experience, or you might assist your neighbor with their groceries because you derive satisfaction from helping. These types of activities appear from inside drives, which are examples of intrinsic motivation (Gowan, 2009; Ryan & Deci, 2000). According to Noels et al. (2000), “categorize intrinsic motivation into three types: for knowledge (pleasure of exploring ideas and learning new things), for accomplishment (pleasure of mastering a task or achieving a goal), and for stimulation (feelings of fun and excitement)”.
Intrinsic motivation occurs when a person is driven by internal sources to fulfill personal desires (Amabile, 1993; Ryan & Deci, 2000; Sam et al., 2024). People engage in activities because they enjoy them, not because they have to. When intrinsically motivated, individuals pursue hobbies, courses of study, or skill improvements for personal fulfillment and enjoyment (Pelletier et al., 1995). Hayikaleng & Krishnasamy (2016) noted that in language learning, intrinsic motivation refers to participating in an activity because it is enjoyable and interesting. This motivation may stem from the enjoyment of the learning activity or the desire to feel good about oneself.
Definition of extrinsic motivation
Motivation can be categorized into two main types: extrinsic and intrinsic. Extrinsic motivation involves performing an action to achieve a specific outcome, whereas intrinsic motivation is driven by a personal desire to engage in an activity for its own sake without external pressure (Gilakjani et al., 2012; Ryan & Deci, 2000; Souriyavongsa et al. 2013). Extrinsic motivation involves performing actions to receive external rewards or benefits. In a work context, this might include monetary bonuses, incentives, perks, or the avoidance of penalties (Covington et al., 2001). According to Ur (1996), extrinsic motivation arises from external influences rather than an inherent interest in the task itself. It operates when there is an external stimulus driving the behavior. For example, a person may study because they know there is a test the next day and aim for a good score. Extrinsic motivation involves being driven by external factors such as earning rewards such as money, fame, grades, or praise or avoiding penalties. People who are extrinsically motivated engage in activities with the specific goal of achieving an outcome rather than personal enjoyment, growth, or pleasure (Cerasoli et al., 2014). In contrast, extrinsic motivation involves external factors that drive students to participate in an activity to achieve specific goals, such as passing an exam or earning a reward (Harmer, 2001). Thus, external factors motivate language students to engage in academic tasks, even when those tasks are not inherently interesting (Jen & Yong, 2013).
Factors affecting motivation to learn English
Researchers have identified several reasons for a lack of motivation. Examples include a lack of self-confidence, shyness, insufficient knowledge, inadequate study time, and other factors. Additionally, physical or mental issues may contribute to this lack of motivation Ersoz (2004). According to Harmer (2001), the motivation that drives students to learn English can be affected by the attitudes of different individuals. He explains that a number of people's attitudes can influence students' motivation to learn English. Additionally, Harmer noted that several factors can impact students' motivation in learning English.
1. The society in which we live is as follows: outside of the classroom, there are views against learning a new language, especially the English language.
2. Significant others: The attitudes of students toward language acquisition are often influenced by those around them. The attitudes of parents and older siblings are important, as are the attitudes of the students' classmates. If classmates are critical of the subject or activity, it can demotivate the student. On the other hand, if classmates are passionate learners, they can motivate and support students in their language acquisition journey.
3. The teacher: A student's motivation is heavily influenced by his or her teacher. The teacher's attitude toward the language and the learning goals is crucial.
4. Method: It is important for both teachers and students to have faith in the method of teaching and learning. If confidence is lost, motivation suffers. However, if both sides are satisfied with the strategy being employed, success is more likely to be achieved.
According to Ekiz & Kulmetov (2016), students' motivation to learn is significantly impacted by the teacher and the teaching methods used, particularly when these methods are accompanied by appropriate guidance and advice. Learners value the unique approaches provided to enhance their understanding and learning. Effective guidance and well-developed learning strategies help facilitate the transfer of knowledge from teacher to student. Motivation serves as a crucial factor, driving students to engage in learning, adopt relevant skills, and apply them to acquire knowledge. Additionally, teachers and their methods play a vital role in influencing students' motivation. Factors such as teachers, instructors, the school environment, and peers in the classroom affect students' interest and desire to learn. Among these, teachers are often seen as the most significant influence because of their central role in students' educational experiences. Teachers' feedback can also impact students' motivation, especially when it reflects attention to their individual progress. According to Tuan (2012), teachers should inspire students about the day's topic right from the beginning of the lesson. Additionally, it is important for teachers to vary activities, tasks, and materials, as students benefit from having predictable classroom routines on which they can rely.
2. Parents: It is important to remember that students' attitudes toward language learning are influenced not only by global culture but also by the people around them. According to Harmer (2001), the attitudes of parents and older siblings play a crucial role. Students who are motivated by their parents are more likely to try new things and strive for high performance to receive rewards from their parents, leading to better academic achievement. The family is where the journey of learning begins, so parents are a significant social factor that impacts children's motivation and success, receiving substantial attention in the field of education (Bulkter 2014). According to Harold & Eccles (1993), "Parents play a vital role in shaping the motivational development of children and adolescents, influencing their initial achievement-related orientations and perceptions." Therefore, parental encouragement is a valuable source of motivation, strengthening students' beliefs and confidence.
3. “Environment: Beyond the classroom, attitudes toward language learning, especially English, are prevalent. Society views the learning of English as highly important. Gage and Berliner (1984) state that in a school setting, language learning is integrated into the curriculum and that the cultural perceptions associated with English are positive. The environment encompasses everything surrounding individuals and has a significant effect on them. According to Harmer (2001), the perceptions students have about language learning influence their attitudes toward the language they are studying. The nature and intensity of these attitudes, in turn, significantly impact the level of motivation students bring to class and whether that motivation persists. Students who are inspired by their environment to learn English are more motivated to do so. In other words, if their home environment, classroom atmosphere, and quality of facilities are positive, they will be more inclined to put forth their best effort in learning English. Thus, the surrounding environment can also affect student motivation. Ekiz & Kulmetov (2016) noted that motivating both students and teachers is a challenging task that requires significant effort. In addition to factors related to parents and students, the environmental aspects of the classroom also impact students' motivation. These factors, which are unrelated to the teacher, include classroom size, desk arrangement, demographic factors, available technological tools, and environmental conditions such as climate and weather. Addressing these issues can create a more supportive and motivating environment for both students and teachers. Students learn in a social context with their peers, so the influence of classmates on the learning process must be noticed. Like parental influence, peers can affect students' attitudes toward language learning, as students may be more inclined to enjoy learning if their peers do as well. Additionally, students' past learning experiences shape their current outcomes. Successful past experiences often lead students to adopt effective learning strategies for future success, and their prior knowledge provides a foundation for ongoing study. Students with a history of successful learning are more likely to excel in their current studies.
This section discusses the strategy and techniques that the researchers used to collect data to meet the study's objectives. The chapter also describes how the study plan, how samples are selected, and which instrument is used in data processing.
Research location
The current research is conducted at the National University of Battambang, which is located on national road number 5, Prek Preah Sdach Distict, Battambang Commence, Battambang Province. Researchers have conducted several studies on the factors affecting English major students’ motivation to learn English at the National University of Battambang. However, the topic has never been done before at this exact location, National University of Battambang. The researchers are the Master’s Degree of Teaching English to Speakers of other Languages (MA-TESOL) in year one, semester one. Therefore, we explored the relationship between intrinsic and extrinsic factors that motivate EFL students to learn English: A case study at the National University of Battambang, Cambodia.
Research design
A quantitative research design is used in this study, and the survey is carried out at the National University of Battambang. Therefore, the participants were EFL students at the National University of Battambang. Paper survey questionnaires were the tool utilized to gather data from the participants. The data collected from the instruments are analyzed to determine “The relationship of intrinsic and extrinsic factors motivating EFL students toward learning English: A case study at the National University of Battambang, Cambodia.”
Participants
The sample of the study included EFL students, who were purposively selected from 200 EFL learners at the National University of Battambang. The participants were males and females aged 18–25 years. They speak the Khmer language as their mother tongue and the English language as their foreign language. They did the survey questionnaires by choosing the multiple-choice answers. This study provides evidence that makes this research more reliable and reveals the relationships among the intrinsic and extrinsic factors that motivate EFL students to learn English: A case study at the National University of Battambang, Cambodia.
Research tools and instruments
A survey questionnaire was created with the study’s goals in mind. The questionnaire was given to the students. The questionnaire was given to the students to choose multiple-choice answers that were familiar with them. Moreover, the researcher uses paper-based data to collect the data, which helps both the researcher and the participants feel closer to each other. The participants were asked to circle one of the four supply options for each sentence (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree). There are four main parts of this research questionnaire: intrinsic factors of motivation, extrinsic factors regarding the learning environment, extrinsic motivation concerning teacher components and extrinsic motivation related to parental factors.
Validity and reliability of the questionnaire
Reliability and validity are ways to show and communicate how meticulous research methods are followed and how trustworthy study findings are. Researchers should employ as many strategies as possible to guarantee validity and reliability; mistakes could still occur during the design, measurement, or analysis phases, producing a study that is not quite up to par (Roberts & Prisest, 2006). Before the questionnaire was pilot tested to establish its validity, the researchers sought feedback and comments from an expert in the field of education. The expert’s feedback to the questionnaire was intended to correct the word and grammar errors that could impact the study’s results. The coefficient alpha method was used in SPSS to assess the internal reliability of the questionnaire. On the basis of the collected data, the instrument's reliability was estimated to be approximately .70 or higher, satisfying the required threshold for reliability testing.
|
Cate |
Number of items |
Alpha |
|---|---|---|
|
Intrinsic (YDE) |
6 |
.68 |
|
Extrinsic (YME) |
5 |
.74 |
|
Extrinsic (SEM) |
6 |
.77 |
|
Extrinsic (PML) |
4 |
.79 |
1. Data collection procedure
Prior to conducting this study, the researcher needed to apply for written approval for the research ethics from the National University of Battambang (NUBB). We also received consent and permission to conduct research in the school district. We applied for approval from the directors at the National University of Battambang to conduct the study at their site. The collected data were extracted from this university. Before completing the survey, the participants provided their consent to be a part of the study. The survey questions were created by using paper-based methods to collect the data. Because the questions were shown from almost one area to the next on the screen, it was easier for the responders to fill out each component's information readily and even pleasantly. After providing consent, the participants completed the survey individually.
Ethical Consideration
The researcher created a letter requesting the research and data collection to the principle, prepared a request letter to collect data for the participants and asked permission to the participants in NUBB. The researchers subsequently dropped the questionnaire in the EFL students’ class and explained the topics of the study, the purpose of the study, and the importance of the study as a whole to the participants. The researchers did not force the participants to answer what the participants did not want or ensure that all the personal information of the participants was confidential.
Data analysis procedure
The quantitative data were examined with the Statistical Package for Social Sciences (SPSS). Descriptive statistics were used to provide the means, SDs, frequencies, and percentages for each questionnaire item. Further analysis was performed via inferential statistics and independent sample t tests.
Research findings
The questionnaires enabled researchers to gather a substantial amount of valuable and reliable information from the participants. This section is crucial to the research, as it aims to provide further insights into the relationship between the intrinsic and extrinsic motivational factors of EFL students learning English at the National University of Battambang. In this chapter, the researchers indicated four sections of the findings of the research objectives, as well as the discussion of finding other previous findings and hypotheses to support the research findings. In section I, the researchers described the background information or participant profiles. Section II focuses on the relationship between intrinsic and extrinsic factors that motivate EFL students to learn English. Section III presents the level of motivation in intrinsic and extrinsic factors of English foreign language students toward learning English. Finally, section IV discusses the statistically significant relationships between intrinsic and extrinsic factors and the motivation of EFL students to learn English by gender. The details are described in the following sections:
Participants’ Background
In this study, the participants were classified into three different age groups. The first group is 18–22 years old; the second group is 23–25 years old; and the third group is 25 years old above. In the table below, 159 (79.5%) students were between the ages of 18 and 22 years, 35 (17.5%) were between the ages of 23 and 25 years, and 6 (3.0%) were more than 25 years.
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
||
|---|---|---|---|---|---|
|
Valid |
18–22 |
159 |
79.5 |
79.5 |
100.0 |
|
23–25 |
35 |
17.5 |
17.5 |
20.5 |
|
|
25- above |
6 |
3.0 |
3.01 |
3.0 |
|
|
Total |
200 |
100.0 |
100.0 |
Table 3 shows the results of the descriptive analysis, including the frequency and percentage of each student’s gender. Two hundred students participated in this study; 41 (20.5%) were males, and 159 (79.5%) were females.
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
||
|---|---|---|---|---|---|
|
Valid |
Male |
41 |
20.5 |
20.5 |
20.5 |
|
Female |
159 |
79.5 |
79.51 |
100.0 |
|
|
Total |
200 |
100.0 |
100.0 |
Table 4below shows the period during which the students learned the English language. It is divided into four categories: first, less than 1 year; second, between 1 and 3 years; third, between 3 and 5 years; and last 5 years above. Thirty (15.0%) students had been learning English for less than 1 year, 63 (31.5%) had been learning English for between 1 and 3 years, 43 (21.5%) had been studying English for between 3 and 5 years, and 64 (32.0%) had been studying English for more than 5 years.
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
||
|---|---|---|---|---|---|
|
Valid |
less than 1 year |
30 |
15.0 |
15.0 |
15.0 |
|
1–3 years above |
63 |
31.5 |
31.5 |
68.0 |
|
|
3–5 years above |
43 |
21.5 |
21.5 |
36.5 |
|
|
5 years-above |
64 |
32.0 |
32.0 |
100.0 |
|
|
Total |
200 |
100.0 |
100.0 |
The results in Table 5below show the number of academic years. It is divided into 4 categories. The first year is year 1, the second year is year 2, the third year is year 3, and the last year is year 4. There were 29 (14.5%) students in year 1, 65 (32.5%) in year 2, 76 (38.0%) in year 3, and 30 (15.0%) in year 4.
|
Frequency |
Percent |
Valid Percent |
Cumulative percent |
||
|---|---|---|---|---|---|
|
Valid |
Year 1 |
29 |
14.5 |
14.5 |
14.5 |
|
Year 2 |
65 |
32.5 |
32.5 |
62.0 |
|
|
Year 3 |
76 |
38.0 |
38.0 |
100.0 |
|
|
Year 4 |
30 |
15.0 |
15.0 |
29.5 |
|
|
Total |
200 |
100.0 |
100.0 |
Relationship between intrinsic and extrinsic factors and the motivation of EFL students to learn English
The following results are interpreted through mean rank interpretation.
Table 6 Mean Rank Interpretation
A mean score of 1 to 2 indicates a low level of motivation, 2.01 to 3 indicates a moderate level of motivation, and 3.01 to 4 indicates a high level of motivation.
|
Level |
Interpretation |
|
3.01-4.00 |
High Level of Motivation |
|
2.01-3.00 |
Moderate Level of Motivation |
|
1.00-2.00 |
Low Level of Motivation |
1. The findings are based on research question one: What is the level of motivation for the intrinsic and extrinsic factors of EFL students toward learning English?
|
Descriptive Statistics |
|||
|---|---|---|---|
|
N |
Mean |
SD |
|
|
TotalYDE |
200 |
3.30 |
.382 |
Table 7 indicates that the mean TotalYDE score is 3.30 (SD = .382). This mean score is at the high level of motivation if we look at the scale we had set. It is clear that intrinsic factors (YDE) have a high level of motivation for EFL students to learn English.
|
Descriptive Statistics |
|||
|---|---|---|---|
|
N |
Mean |
SD |
|
|
TotalYME |
200 |
3.13 |
.395 |
|
TotalSEM |
200 |
3.20 |
.368 |
|
TotalPML |
200 |
3.45 |
.474 |
Table 8 indicates that the mean scores of total YME, SEM, and PMl range from 3.13–3.45. This mean score is at the high level of motivation if we look at the scale we had set. It is clear that extrinsic factors (YME, SEM, and PML) have a high level of motivation for EFL students to learn English.
Tables 7 and 9 show that EFL students were highly motivated by intrinsic and extrinsic factors toward learning English.
2. Our findings are based on the following research question: How do students perceive the intrinsic and extrinsic factors that motivate EFL students to learn English?
|
Items Statements |
Level of Agreement % |
M SD |
|
|---|---|---|---|
|
SD D A SA |
|||
|
YDE1 |
You want to learn how to speak English. |
0% 1.5% 42.5% 56.0% |
3.55 .529 |
|
YDE2 |
You have a desire to visit numerous locations across the globe. |
0% 9.5% 52.0% 38.5% |
3.29 .631 |
|
YDE3 |
You must be proficient in English to get your ideal career. |
1.5% 6.5% 50.0% 42.0% |
3.33 .665 |
|
YDE4 |
You understand how crucial it is to speak English fluently in order to achieve your long-term objective. |
0% 8.0% 56.5% 36.0% |
3.28 .603 |
|
YDE5 |
You feel proud of yourself when you speak English well. |
1.0% 5.0% 55.5% 38.5% |
3.32 .615 |
|
YDE6 |
You wish to approach your preferred English-language media (movies, music, etc.) without using Khmer sub. |
0.5% 15.0% 60.5% 23.5% |
3.07 .638 |
|
*Level of Agreement: 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree |
|||
The data in Table 9 highlight various aspects of students’ perceptions of intrinsic factors (YDE) related to learning English. The mean score (M) ranges from 3.07 to 3.55 on a scale in which 1 indicates strongly disagree and 4 strongly agree. The highest mean score of 3.55 corresponds to the statement “You want to learn how to speak English” (YDE1), suggesting that most students want to speak English fluently through learning. In contrast, the statement “You feel proud of yourself when you speak English well” (YDE5) had a mean score of 3.32, indicating a high level of agreement. A mean score of 3.33 for the statement “You must be proficient in English to achieve your ideal career” (YDE3) indicated that many students want to be good at English because they want to have good jobs in the future. The lowest mean score of 3.07 was for the statement “You wish to approach your preferred English-language media (movies, music, etc.) without using khmersub” (YDE6). This finding indicates that most students prefer to watch and listen to English movies or songs without khmer subtitles.
Table 10 Levels of Agreement in Extrinsic (YME, SEM, PML)
The data in Table 10 highlight various aspects of students’ perceptions of extrinsic factors (YME, SEM, and PML) related to learning English. The mean score (M) ranges from 2.99 to 3.52 on a scale in which 1 indicates strongly disagree and 4 strongly agree. The highest mean score of 3.52 corresponds to the statement “Your parents will be proud if you succeed in English” (PML3), suggesting that most parents are happy with their children’s achievements. In contrast, the statement “Your parents believe that English is necessary for your future job” (PML2) had a mean score of 3.50, indicating a high level of agreement. A mean score of 3.23 for the statement “Your teacher uses creative and effective instructional approaches” (SEM2) indicated that students need teachers who are creative and have an effective approach for teaching. The lowest mean score of 2.99 was for the statement “Your group work constantly discusses a topic” (YME5). This indicates that students want to discuss something related to the lesson.
3. Our findings are based on the following research question: Are there any statistically significant differences between the intrinsic and extrinsic factor motivations of EFL students toward learning English by gender?
Table 11 Descriptive statistics of intrinsic (YDE) and extrinsic (YME, SEM, PML) approaches to learning English by gender
Table 11 presents the results of an independent sample t test comparing male and female participants on four variables: total YDE, total YME, total SEM, and total PML. For total YDE, the mean score for males was 20.07 (SD = 2.687), whereas females had a mean score of 19.76 (SD = 2.186). The t test revealed no significant difference between genders, t (198) = 1.738, p = 0.439. In terms of total YME, males had a mean score of 15.85 (SD = 2.404), whereas females had a mean score of 15.63 (SD = 1.857). The t test revealed no significant difference between genders, t (198) = 0.648, p = 0.518. In terms of total SEM, males had a mean score of 19.73 (SD = 2.429), whereas females had a mean score of 19.06 (SD = 2.134). The t test revealed no significant difference between genders, t (198) = 1.738, p = 0.084. Finally, with respect to the total number of PMLs, males had a mean score of 19.73 (SD = 2.429), whereas females had a mean score of 19.06 (SD = 2.134). The t test revealed no significant difference between genders, t (198) = 1.738, p = 0. 084. In summary, the study revealed no significant gender differences across these variables, indicating that gender does not significantly impact intrinsic or extrinsic factors of motivation.
Concerning the first research question, the results of the descriptive analysis revealed that the overall mean score of intrinsic factors (YDE) among the participants was 3.30 (SD= 0.382) and that of extrinsic factors (YME, SEM, PML) ranged from 3.13--3.45 (SD= 0.395--0.474). This result reveals that the participants are highly motivated by both intrinsic and extrinsic factors toward learning English. Like Emiyati & Putra (2022), research on the topic of EFL students’ motivation to learn English revealed that students presented a high level of intrinsic motivation, with a total mean score of 4.09, and a similarly high level of extrinsic motivation, with a total mean score of 3.97. Therefore, it can be concluded that students possess both intrinsic and extrinsic motivation in studying English.
According to Em et al. (2022), the present study indicates that students were highly extrinsically motivated to learn English as a foreign language. The external factors contributing to this motivation could include aiming for the highest grades in class, preparing for exams, striving for external rewards, or encouragement from parents or guardians. When both extrinsic and intrinsic motivations were combined, the findings suggest that students in the studied context had a moderate level of motivation to learn English as a foreign language. Elixabeth & Ouda (2019) reported that English education graduate students' academic performance was driven mostly by intrinsic motivation rather than extrinsic motivation. Intrinsic motivation is the primary factor influencing academic performance among English education graduates from the 2018 class. Supportive peers have a significant effect on extrinsic motivation, surpassing other factors
Unlike Abdul et al. (2021), who researched intrinsic and extrinsic motivation as the factors involved in learning English, the primary data were analyzed via a closed-ended Likert scale questionnaire and interpreted via tables, exploded Pi charts, and 3D columns. Extrinsic motivation is the primary factor influencing English learning at that particular level. The scholar discovered that most students were less motivated, both intrinsically and extrinsically. The results for research question 2 concern the intrinsic and extrinsic factors of motivation. The highest mean score of 3.55 corresponds to the statement “You want to learn how to speak English” (YDE1), suggesting that most students want to speak English fluently through learning. The highest mean score of 3.52 corresponds to the statement “Your parents will be proud if you succeed in English” (PML3), suggesting that most parents are happy with their children’s achievements. This finding indicates that students have high perceptions of both intrinsic and extrinsic factors to motivate them to learn English.
Solikhah & Galuhwardani (2023) reported that EFL students have positive perceptions of and motivation to learn English via quizizz features. Using quizizz features to teach English to EFL students is beneficial. These features can be used as English learning and practice tools, complementing traditional classroom methods.
With respect to the third research question, the results of the t test revealed no significant difference between genders, t (198) = 1.738, p= 0.084, so there were no significant differences between gender and intrinsic and extrinsic factors of motivation. Ranadhani & Anugerahwati (2024) reported that female students are more motivated and have a more positive attitude toward utilizing class points in EFL courses, whereas students of both genders have dramatically different perceptions of intrinsic motivation and attitudes. It also revealed that using class points improved internal motivation more than extrinsic motivation did. The findings suggest that English professors should motivate and encourage male students to engage in the learning process by offering stimulating activities and rewards.
Conclusion
Two factors influence EFL students' motivation to learn English at the National University of Battambang (NUBB): intrinsic and extrinsic motivation. Both intrinsic and extrinsic motivation had an impact on student motivation.
Recommendation
The findings of this study demonstrate the relationship between intrinsic and extrinsic factors and the motivation of EFL students to learn English at the National University of Battambang. This study focuses on the factors that influence the motivation to learn English at the National University of Battambang. Importantly, the results and limitations of this study have generated a number of thoughtful recommendations for teachers, students, and future research.
This study focuses on “the relationship between intrinsic and extrinsic factors motivation of EFL students toward learning English at the National University of Battambang”. Since our study is exclusively supported by one university, it cannot be assured that it is suitable for all students and educators. According to our research, a variety of factors influence EFL students’ ability to learn English. Considering that we only have a limited amount of time, we would like to encourage future generations to perform studies on this issue in a larger population. Additionally, motivation in learning English is crucial because it drives the entire learning process, making it more efficient and effective. Motivated learners are more engaged, consistently practice, and spend more time studying, which accelerates their language acquisition.
Recommendations for teachers
According to the study, motivation plays a crucial role in learning, serving as the driving force that stimulates and sustains students’ engagement, effort, and persistence. It can significantly influence a student’s attitude toward learning, their willingness to participate in classroom activities, and their overall academic performance. Teachers should create a supportive and positive classroom atmosphere where students feel safe in making mistakes and asking questions. The use of engaging and relevant materials. Encouraging participation through group work, discussions, presentations, and project-based learning fosters active involvement. Providing regular, constructive feedback and celebrating achievements can increase confidence.
Recommendations for students
It is recommended that students always set clear and achievable goals, breaking their learning journey into manageable tasks that provide a sense of accomplishment to stay motivated in learning English. Engaging with materials that interest them, such as books, movies, and music in English, can make the process enjoyable and relevant. Moreover, it is also important for participants actively during lessons. Students should not be shy or afraid to ask or answer questions no matter how poor they are or lack the motivation they are. Moreover, active participation in class activities, discussions, and group work also enhances learning through practice and interaction. Seeking constructive feedback from teachers and celebrating even small achievements can increase confidence.
Recommendations for future studies
This study focuses on “the relationship between intrinsic and extrinsic factors motivation of EFL students toward learning English at the National University of Battambang”. Since our study is exclusively supported by one university, it cannot be assured that it is suitable for all students and educators. According to our research, a variety of factors influence EFL students’ ability to learn English. Considering that we only have a limited amount of time, we would like to encourage future generations to perform studies on this issue in a larger population. Additionally, motivation in learning English is crucial because it drives the entire learning process, making it more efficient and effective. Motivated learners are more engaged, consistently practice, and spend more time studying, which accelerates their language acquisition. Finally, the researcher suggested that future researchers should investigate more about the factors affecting motivation in learning English. This will assist the government as well as the teacher in understanding the connection between students’ motivation and second language achievement. To understand the factors that influence students’ motivation to learn English, researchers have suggested that future research should be conducted at lower education levels, such as the elementary or high school level.
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The authors declare no competing interests.