EXTRINSIC AND INTRINSIC MOTIVATION AND
ITS IMPACT ON STUDENTS’ PERFORMANCE IN
THE EFL CLASSROOM
MOTIVACIÓN EXTRÍNSECA E INTRÍNSECA Y SU IMPACTO EN
EL DESEMPEÑO DE LOS ESTUDIANTES EN UNA CLASE DE
INGLÉS COMO LENGUA EXTRANJERA
Luis Araya Quesada
Universidad Nacional (UNA)
Francisco Chavarria Oviedo
Universidad Nacional (UNA)
Silvia Valdelomar Nunez
Universidad Nacional (UNA)
Karla Avalos Charpentier
Universidad Nacional (UNA)
María Fernanda Zamora Atencio
Universidad Nacional (UNA)

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DOI: https://doi.org/10.37811/cl_rcm.v9i1.16244
Extrinsic and intrinsic motivation and its impact on students’ performance in
the EFL classroom
Luis Araya Quesada1
luis.araya.quesada@una.cr
https://orcid.org/0000-0001-9635-816X
Universidad Nacional (UNA)
Costa Rica
Francisco Chavarria Oviedo
edonald221189@gmail.com
https://orcid.org/0000-0001-9662-6902
Universidad Nacional (UNA)
Costa Rica
Silvia Valdelomar Nunez
silvia.valdelomar@gmail.com
https://orcid.org/0009-0008-8855-3860
Universidad Nacional (UNA)
Costa Rica
Karla Avalos Charpentier
karla.avalos.charpentier@una.cr
https://orcid.org/0000-0001-5028-082X
Universidad Nacional (UNA)
Costa Rica
María Fernanda Zamora Atencio
mfer.1416@gmail.com
https://orcid.org/0009-0009-4195-2298
Universidad Nacional
Heredia, Costa Rica
ABSTRACT
When it comes to learning a second language motivation is key. Therefore, the present study sheds some
light onto both intrinsic and extrinsic motivation the main reasons people embark on learning a language
as well as how to increase or maintain motivation through the process. To gather the information a mixed
research approach was implemented. The participants were eight grade students from a private institution
in Heredia, Costa Rica and university students from Ciudad Neily whose age range from 13 to 48. The
samples were gathered through a survey to find out their perceptions on the language and possible
motivators and how it affected their performance. The results unveiled that intrinsically motivated students
outperform students who only possess an instrumental motivation. Additionally, class dynamics along with
professors’ attitudes play a vital role when learning a language.
Keywords: motivation, extrinsic, intrinsic, EFL, performance
1 Autor principal
Correspondencia: luis.araya.quesada@una.cr

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Motivación extrínseca e intrínseca y su impacto en el desempeño de los
estudiantes en una clase de Inglés como Lengua Extranjera
RESUMEN
Cuando se trata de aprender un segundo idioma, la motivación es clave. Por lo tanto, el presente estudio
aborda la motivación tanto intrínseca como extrínseca, así como las principales razones por las que las
personas se embarcan en aprender un idioma y que factores aumentan o permiten mantener la motivación
a lo largo del proceso. Para recopilar la información se implementó un enfoque de investigación mixto. Los
participantes fueron estudiantes de octavo grado de una institución privada de Heredia, Costa Rica y
estudiantes universitarios de Ciudad Neily cuyas edades oscilan entre 13 y 48 años. Las muestras se
recolectaron a través de una encuesta para conocer sus percepciones sobre el idioma y posibles motivadores
y cómo estos influyen en su desempeño del mismo. Los resultados revelaron que los estudiantes
intrínsecamente motivados superan a los estudiantes que sólo poseen una motivación instrumental. Además,
las dinámicas de clase junto con las actitudes de los profesores juegan un papel vital a la hora de aprender
un idioma.
Palabras clave: motivación, extrínseca, intrínseca, inglés, desempeño
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 febrero 2025

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INTRODUCTION
Speaking a second language offers a huge world of possibilities for those who do so. Opportunities such as
studying abroad, better job opportunities, and even travelling. However, being able to develop a second
language might be a difficult process. What learners overlook is that this learning process can be eased by
understanding the different factors that interfere in it. One of those factors is motivation. Understanding the
motives one has for learning a second language, enhances the learning process. There are different types of
motivation and they affect the learners and their language performance in different ways. In this research
project such types of motivation will be discussed and analyzed as well as the effects they have on language
development. Other elements related to motivation will be discussed as well. Finally, ways in which
motivation can be improved or maintained will be described.
Literature Review
Learning a second language is a complex process that requires effort, time, and motivation. The latter is
considered as one of the key factors in second language learning because without it the development of a
language is harder. As stated by Dörnyei (1998), “[m]otivation has been widely accepted by both teachers
and researchers as one of the key factors that influence the rate and success of second/foreign language (L2)
learning” (p. 117). Without motivation second language learners might not find enough stimulus to study
the language, their performance can get affected negatively, and they can even dropout the course. In fact
“[w]ithout sufficient motivation, even individuals with the most remarkable abilities cannot accomplish
long-term goals, and neither are appropriate curricula and good teaching enough on their own to ensure
student achievement” (Dörnyei, 1998, p. 117) That is why this affective variable is essential when it comes
to a second language development.
There are two types of motivation, the one that comes from outside sources and the one that comes from
the inside. The external motivation is called extrinsic motivation and it is the need to do something because
there are external rewards like money, trips, better jobs, etc. The motivation that comes from the inside is
called intrinsic motivation and it is the desire to do something because it is enjoyable or interesting
(Benabou and Tirole, 2003, p.55). Similarly, Garner and Lambert (1972) proposed two types or
motivational orientation in second language learning which are integrative orientation and instrumental
orientation. Integrative orientation is related to the students’ personal interests in the target language and

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instrumental orientation has to do with the practical value of learning a second language (as cited in Gass,
Susan, and Mackey, 2012, pp. 396-397).
Integrative and instrumental motivation are a part of the social-psychological construct proposed by
Gardner (1985). This theory was comprised by two motivational antecedents, three motivational
components, and three attitudinal factors. The motivational antecedents are the integrative and instrumental
motivation also known as intrinsic and extrinsic motivation already mentioned. The motivational
components are the motivational intensity, the desire to learn the language, and the attitudes towards
learning the language. Whereas the attitudinal factors are interested in foreign languages, attitudes toward
the target language community, and attitudes toward the L2 learning community. For the purpose of this
research project, only the motivational antecedents (integrative and instrumental motivation) are considered
for discussion. The other elements are reviewed with a more recent theory (L2 Motivational Self System).
The students’ language performance is related to the type of motivation that drives them. According to
Benabou and Tirole (2003) when students have extrinsic motivation towards the language they “can
perform extrinsically motivated actions with resentment, resistance, and disinterest or, alternatively (p. 55).
On one hand, intrinsic motivation enhances students’ learning process; “[t]his natural motivational
tendency is a critical element in cognitive, social, and physical development because it is through acting on
one’s inherent interests that one grows in knowledge and skills (Benabou and Tirole, 2003, p.56). In this
way, the type of motivation that elicits better results is the intrinsic motivation. This is supported by Delaney
and Royal (2017) “intrinsic motivation enhances both performance and productivity” (p. 129). This type of
motivation makes the learner feel good about the process because he/she enjoys it, so the results tend to be
positive. In the same way, Noels, Clément, and Pelletier (1999) affirmed that “[c]orrelational analyses
determined that stronger feelings of intrinsic motivation were related to positive language learning
outcomes, including greater motivational intensity, greater self-evaluations of competence, and a reduction
in anxiety” (p.22). On the other hand, extrinsic motivation is not less effective; however, since it is external
there must be outer reinforcement for its effectiveness.
Moreover, if there is no motivation students might not perform well nor will they develop a language the
same rate as motivated students; “feeling amotivated was associated with lower competence” (Noels,
Clément, and Pelletier,1999, p. 28)

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In the topic of motivation, external and internal factors play an important role in students’ attitudes towards
the target language. However, Dörnyei (2009) placed the individual as the key factor in motivation. The L2
Motivational Self System theory proposed that the vision the learner has of himself/herself is central for
motivation. As Dörnyei (2009) stated “the L2 Motivational Self System [...] offers new avenues for
motivating language learners [...] through generating a language learning vision and through imagery
enhancement” (p. 32). This theory includes three main components of the self; (1) ideal L2 self-deals with
the students’ desires to become certain person or ideal self. The students are motivated to reduce the
differences between who they are and who they want to become. (2) Ought-to L2 Self is related to the the
person the students believe they need to become to be successful and that is not necessarily related to whom
they want to become. This component is closely related to extrinsic motivation. (3) L2 Learning Experience
is concerned with the learning environment the students are immersed in in terms of whether it is motivating
to continue learning the language or not (Dörnyei, 2009, p. 29). Understanding how the students feel
regarding themselves and their learning environment is essential to maintain or increase their motivation.
Understanding where this motivation comes from, is another crucial element to consider.
METHODOLOGY
The purpose of this research project is to describe and quantify the factors that have an impact on students’
motivation and the practical ways to increase or maintain their motivation. Therefore, a mixed method was
used; Hernández, Fernández, and Baptista (2010) remarked that mixed research methods represent a set of
systematic, empirical and critical research processes that involve the collection and analysis of quantitative
and qualitative data, as well as their integration for discussion (p. 546). The participants of the study are
eighth grade high school students from a private institution of Heredia province (an urban area of Costa
Rica) and university English students from Ciudad Neily (a rural area of Costa Rica) who are in their third
year of the major. There were 30 participants and their ages range from 13 to 48 years old. The samples for
the investigation project were gathered through a survey of two parts. The I part aimed at gathering the
participants’ age and the II part included three questions to gather students’ perceptions on the moments
and reasons why they feel motivated and ways to increase or maintain their motivation. The project intended
to compare the motivation of high and low performers.

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DISCUSSIONS AND RESULTS
Table 1. Reasons why the high-performance participants feel motivated.
Table 2. Reasons why the low performance participants feel motivated.
After analyzing Table 1 and Table 2 about the reasons why participants feel motivated, it can be observed
that high performers are intrinsically motivated to learn the second language because they enjoy it and
because they like to listen to music in English. Extrinsic options such as getting good grades or getting
recognition from professors, friends, and family are the least voted ones. Both high performers and low
performers share the option “I enjoy it”. However, they differ in the others since low performers feel
12
3
8
4
8
11 10
0
7 7
12
9
0
2
4
6
8
10
12
14
I am motivated to learn English because _______
6
1
4
0
2
6
4
0
6
3
5
4
0
1
2
3
4
5
6
7
I am motivated to learn English because _______

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extrinsically motivated to learn the language because they will get a better job or position in their workplace
and they will travel after learning english.
The reasons that motivate high performance students are intrinsic or integrative. As Benabou and Tirole
(2003) expressed, intrinsic motivation is the desire to do something because it is enjoyable or interesting
(p.55). Differently, low performance students feel motivated to learn the language because of the reward
they are going to get afterwards being this an extrinsic or instrumental motivation. Benabou and Tirole
(2003) stated that extrinsic motivation is the need to do something because there are external rewards like
money, trips, better jobs, etc. (p.55).
Table 3. Moments in which the high performers are motivated.
0
2
4
6
8
10
12
14
I speak
English in and
out of classes
I work on
writing tasks
I listen to
music or
watch movies
in English
I read articles,
novels, blogs,
etc
I have to look
for
opportunities
to speak in
English
I have writing
homework
I do listening
exercises
I spend most
of my time
reading
I feel motivated when_______
Strongly Agree Agree Neutral Disagree Strongly Disagree

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Table 4. Moments in which the low performers are motivated.
Table 2 and Table 3 show the moments in which the participants feel motivated. High performers feel the
most motivated when they listen to music or watch movies in English, read articles, novels, blogs, etc, and
when they do listen exercises. They feel less motivated when they work on writing task and when they
spend most of their time reading. For low performers on the other hand, they feel the most motivated when
listen to music or watch movies in English and when they work on writing tasks. Similarly to high
performers, low performers feel less motivated when they have to spend most of their time reading.
Interestingly, low performers also reported feeling less motivated when they have writing homework, when
they have to look for opportunities to speak in English, when they have to read articles, blogs, novels, etc,
and when they listen to music or watch movies in English.
According to Benabou and Tirole (2003) when students have extrinsic motivation towards the language
they “can perform extrinsically motivated actions with resentment, resistance, and disinterest or,
alternatively (p. 55). Low performers show disinterest for the majority of the options where they have to
produce the language. On the contrary, high performers show a positive attitude for majority of the
situations presented; “[t]his natural motivational tendency is a critical element in cognitive, social, and
physical development because it is through acting on one’s inherent interests that one grows in knowledge
and skills (Benabou and Tirole, 2003, p.56).
0
2
4
6
8
10
12
I speak
English in
and out of
classes
I work on
writing tasks
I listen to
music or
watch movies
in English
I read
articles,
novels, blogs,
etc
I have to look
for
opportunities
to speak in
English
I have writing
homework
I do listening
exercises
I spend most
of my time
reading
I feel motivated when_______
Strongly Agree Agree Neutral Disagree Strongly Disagree

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Table 5. Factors that would increase or maintain high performers’ motivation.
Table 6. Factors that would increase or maintain low performers’ motivation.
The information obtained from table 5 and 6 shows that for high performers the instances that would
increase or help maintain their motivation are that the professor shows interest in their learning process and
that they can create a meaningful and respectful relationship with the professor. However, the option that
does not contribute to their motivation is an interesting class where they can practice what they are learning.
Interestingly, this option was voted, for low performers, as the one that contributes the most to increase or
maintain their motivation. Alongside with a positive attitude from the professor and seeing what they are
12
3
8
4
8
11
0
2
4
6
8
10
12
14
That a professor
shows interest in
my learning
process.
An interesting
class where I can
practice what I'm
learning.
That a professor
recognizes my
effort.
A positive attitude
from the professor.
Seeing how I can
use what I'm
learning in my
everyday life.
Creating a
meaningful and
respectful
relationship with
the professor.
What would help to increase or maintain your motivation?
7
10
2
7 7
3
0
2
4
6
8
10
12
That a professor
shows interest in
my learning
process.
An interesting
class where I can
practice what I'm
learning.
That a professor
recognizes my
effort.
A positive attitude
from the professor.
Seeing how I can
use what I'm
learning in my
everyday life.
Creating a
meaningful and
respectful
relationship with
the professor.
What would help to increase or maintain your motivation?

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learning in their everyday life. Lastly, low performers do not find the option “that the professor recognizes
my effort” as a determining one.
According to the L2 Motivational Self System theory proposed by Dörnyei (2009) the L2 Learning
Experience, which is concerned with the environment the students are immersed in when learning the
language, is a key aspect to maintain them motivated. If the motivation is absent or if there is a lack of
reinforcement the motivation decreases rapidly. This is supported by Noels, Clément, and Pelletier (1999)
who stated that “the more students feel amotivated, the less effort they will expend” (p. 30).
Generalizability Analysis
Motivation is a common topic in second language learning. This affective variable is a key aspect that has
been studied for several years in order to find out where it comes from and how it affects the process of
learning a language. Motivation is dynamic which means it constantly changes and it is different in every
individual being these some of the reason why one should not overgeneralize the results of the research.
After evaluating the results and theory and for the purpose of this research study, the results supported the
theory analized when it comes to the language performance of intrinsically and extrinsically motivated
students. Integrative oriented students tend to perform better than instrumental oriented students. The
reasons why they are interested in the language differs as well. Intrinsically motivated students tend to
choose options that they enjoy or that they find interesting, On the contrary, extrinsically motivated students
chose options that would provide them with rewards such as trips or better job positions.
CONCLUSIONS
Learning a language involves many factors. One of those is motivation and the effects it has on the students
learning process. Those effects will vary depending on the type of motivation the students show whether it
is intrinsic/integrative or extrinsic/instrumental. There are other elements that interfere with students’
motivation such as the L2 Learning Experience or in other words the environment in which the students are
immersed. The investigation elicited results that show that intrinsically motivated learners tend to perform
better in their second language, while extrinsically motivated learners might experience more difficulties
to develop it. Additionally, the class environment has an effect on students’ motivation as well, whether it
is the professor’s attitude or the class dynamics. For students to have a professor that shows interest in their

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learning process, creates a suitable environment for language learning to happen. Furthermore, to create a
class where they can practice what they learn is a key element as well.
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