MOTIVATION FACTORS IN LEARNING ENGLISH AT UNIVERSITY LEVEL: ACADEMIC DESIRES, CAREER ASPIRATIONS, AND PEDAGOGICAL INFLUENCES

This article explores the multi-faceted motivational factors that influence English language learning among university students, with a specific focus on non-philological institutions such as Tashkent State Agrarian University. Motivation is widely recognized as a critical determinant of success in second language acquisition. However, maintaining high motivation levels at the tertiary level is complex, as students must transition from general language knowledge to specialized, professional communication. Drawing upon socio-educational and self-determination theories, this paper examines the distinction between intrinsic, extrinsic, instrumental, and integrative motivation in an academic context. It identifies key demotivating barriers—such as abstract curricula, traditional teacher-centered instruction, and test anxiety—and proposes practical pedagogical solutions. The paper argues that by aligning English curricula with students' future career goals, fostering classroom autonomy, and establishing a low-anxiety environment, universities can systematically boost student engagement and communicative competence.