Extrinsic and intrinsic motivation and its impact on students’ performance in the EFL classroom
Resumen
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.
Descargas
Citas
Aaron J. Geddes (2016). Korean University Students' Attitudes and Motivation towards Studying English. Universal Journal of Educational Research, 4(4), 704 - 715. https://doi.org/10.13189/ujer.2016.040407.
Al-Shboul, O. K. ., Rababah, L. M. ., Banikalef, A. A. ., & Mehawesh, M. I. . (2023). Role of learner autonomy in intrinsic motivation in EFL writing. International Journal of English Language and Literature Studies, 12(2), 107–116. https://doi.org/10.55493/5019.v12i2.4756
Bećirović, S. (2023). The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach. Sage Open, 13(4). https://doi.org/10.1177/21582440231208975
Benabou, R., & Tirole, J. (2003). Intrinsic and extrinsic motivation. The review of economic studies, 70(3), 489-520. https://doi.org/10.1111/1467-937X.00253
Brenes Zúñiga, J., Moya Bello, M. F., Montero Cortes, T., & Ruiz Sequeira, C. G. (2024). El profesor como Agente Motivador en el Proceso de Aprendizaje del Idioma Inglés en Entornos Universitarios. Ciencia Latina Revista Científica Multidisciplinar, 8(6), 1561-1579. https://doi.org/10.37811/cl_rcm.v8i6.14924
Cai, H. (2024). Research on the Motivation Mechanism of English Learning Motivation in Network English Environment. Applied Mathematics and Nonlinear Sciences. https://doi.org/10.2478/amns-2024-3580
Delaney, M. L., & Royal, M. A. (2017). Breaking engagement apart: The role of intrinsic and extrinsic motivation in engagement strategies. Industrial and Organizational Psychology, 10(1), 127-140. DOI: 10.1017/iop.2017.2S1754942617000025
Dörnyei Z. Motivation in second and foreign language learning. Language Teaching. 1998;31(3):117-135. https://doi.org/10.1017/S026144480001315X
Dörnyei, Z. (2009). Motivation, Language Identity and the L2 Self. Bristol, UK: Multilingual Matters.
Fauzan, Muhammad & Fitrah, Atiyah & Korompot, Chairil & Sakkir, Geminastiti. (2024). Motivation Levels in EFL Students’ Speaking Performance. ELT Worldwide: Journal of English Language Teaching. 11. 539. https://doi.org/10.26858/eltww.v11i2.67681
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gass, Susan M., & Alison Mackey. The Routledge Handbook Second Language Acquisition. London: Routledge, 2012.
Gortaire Díaz, D., Aguilar Parra, J., Ley Leyva, N., Mora Herrera, E., & Díaz Zambrano, L. (2023). The Impact of Task-Based Language Teaching on English as a EFL Learners’ Speaking Proficiency and Motivation. Ciencia Latina Revista Científica Multidisciplinar, 7(3), 3796-3810. https://doi.org/10.37811/cl_rcm.v7i3.6443
Hernández, R., Fernández, C., and Baptista, P. (2010). Metodología de la investigación (Vol. 3). México: McGraw-Hill.
Kashefian-Naeeini, S., Shokrpour, N. & Pakdel, F. Optimizing EFL learning: exploring the role of learner background factors and the nuances of their effects on intrinsic and extrinsic motivation among university students in a mixed-methods study. BMC Psychol 12, 535 (2024). https://doi.org/10.1186/s40359-024-02034-8
Khoirunnisa, Rizqi, and Utami Widiati. "Teachers' Leadership and Students' Motivation to Learn English." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, vol. 5, no. 11, Nov. 2020, doi:10.17977/jptpp.v5i11.14194.
Kieran, Green & Junichi, Fujita. (2025). Students of Different Subjects Have Different Levels of Extrinsic and Intrinsic Motivation to Learn English: Two Different Groups of EFL Students in Japan. English Language Teaching. https://doi.org/10.5539/elt.v9n9p156.
Mohammed, A. A. (2024). The Interplay of Intrinsic and Extrinsic Motivations with Challenges and Learning Preferences among Iraqi EFL University Students Enrolling in English Departments. Randwick International of Education and Linguistics Science Journal, 5(4), 1235-1247. https://doi.org/10.47175/rielsj.v5i4.1069
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83(1), 23–34. https://doi.org/10.1111/0026-7902.00003
Vatankhah, Moazam & Tanbakooei, Nooshin. (2014). The Role of Social Support on Intrinsic and Extrinsic Motivation among Iranian EFL Learners. Procedia - Social and Behavioral Sciences. 98. 1912-1918. https://doi.org/10.1016/j.sbspro.2014.03.622.
Derechos de autor 2025 Luis Araya Quesada , Francisco Chavarria Oviedo , Silvia Valdelomar Nunez, Karla Avalos Charpentier, María Fernanda Zamora Atencio
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
.png)
.png)
1.png)
