FACTORS AFFECTING ENGLISH LANGUAGE LEARNING MOTIVATION AMONG UNIVERSITY STUDENTS

This empirical study investigates the key factors influencing English language learning motivation among university students within modern higher education contexts. Utilizing a comprehensive mixed-methods approach combining quantitative surveys and qualitative interviews, the research explores how intrinsic, extrinsic, and pedagogical elements shape student academic engagement. Grounded in Zoltán Dörnyei’s L2 Motivational Self System and Self-Determination Theory, the findings indicate that instrumental motivators—such as career advancement, higher income potential, and international certification requirements—alongside the Ideal L2 Self, serve as the strongest drivers for adult learners. Furthermore, the pedagogical environment, teacher expertise, classroom interactivity, and the integration of digital tools significantly impact sustained learner motivation. Conversely, outdated curricula, mixed-ability groups, and language anxiety emerge as primary demotivating factors. Finally, the paper provides practical pedagogical recommendations, including the adoption of specialized English programs, modern technological resources, and interactive methodologies, designed to optimize instructional efficiency and foster long-term student success in higher education.