Motivation in language learning
MOTIVATION IN LANGUAGE LEARNING
Duong Khoi Nguyen
Faculty of English, Ho Chi Minh City University of Technology (HUTECH)
Supervisor: Do Thi Song Tuyen (MA)
ABSTRACT
Motivation is an important and necessary factor for promoting student learning and ensuring
success in language learning. However, many students are still unable to determine their
motivation, which may influence their attitude as well as their results. Numerous studies have been
carried out to investigate motivation in language learners. This paper aims to discuss some issues
related to students’ motivation for learning. Some relevant and useful motivational learning and
teaching applications are also recommended for the enhancement and improvement of students'
motivation.
Keywords: Motivation, intrinsic motivation, extrinsic motivation.
1 INTRODUCTION
Motivation has long been identified as one of the main factors affecting language learning
(Gardner, 1985). It seems to be important to students to know why they learn something. Motivation
determines the rate and success of second language attainment because it provides the primary
promotion to initiate learning a foreign or second language and later the driving force to maintain
the long often boring learning process. What motivation is and how it influences student learning
will be mentioned.
2 LEARNING MOTIVATION
2.1 What is motivation?
Motivation is the reason for people's actions, willingness and goals. Motivation is derived from the
word motive which is defined as a need that requires satisfaction. These needs could also be wants
or desires that are acquired through influence of culture, society, lifestyle, etc. or generally innate.
Motivation is one's direction to behavior, or what causes a person to want to repeat a behavior, a
set of force that acts behind the motives. Motivation has been considered as one of the most
important reasons that inspires a person to move forward.
2.2 Types of motivation
There are two types of motivation: Intrinsic and Extrinsic Motivation.
2.2.1 Intrinsic Motivation
As Cherry (2018) stated, ‚intrinsic motivation involves engaging in a behavior because it is personally
rewarding; essentially, performing an activity for its own sake rather than the desire for some
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external reward‛. Essentially, it is the motivation that comes from within you. For example: you want
to study English because you love the language and want to invest more in English. You are not
forced by someone (your family, your teacher, etc.) to study English. Intrinsic motivation has many
advantages and disadvantages.
Advantages: Intrinsic motivation is the most effective way to motivate yourself. It helps you focus
more and thus work harder than normal. This type of motivation is also long-lasting and self-
sustaining. Your aim will also focus more on the subject rather than the rewards. Students who are
intrinsically motivated are more likely to engage in the task willingly as well as work to improve their
skills, which will increase their capabilities.
Disadvantages: This type of motivation can be slow to affect behavior and can require special and
lengthy preparation. Students are all different from each other so only a small number of students
can take advantage of intrinsic motivation.
2.2.2 Extrinsic Motivation
Extrinsic motivation comes from influences outside of the individual. In extrinsic motivation, the
harder question to answer is where do people get the motivation to carry out and continue to push
with persistence. Usually extrinsic motivation is used to attain outcomes that a person wouldn't get
from intrinsic motivation. Common extrinsic motivations are rewards (for example money or grades)
for showing the desired behavior, and the threat of punishment following misbehavior. The clearest
example of this type is a competition because it encourages the performer to win and to beat
others, not simply to enjoy the intrinsic rewards of the activity. A cheering crowd and the desire to
win a trophy are also extrinsic incentives (Dewani, 2013). Like intrinsic motivation, extrinsic motivation
also has many advantages and disadvantages.
Advantages: This type can motivate a large number of people. They are also more successful at
motivating someone. To some students, extrinsic motivation can affect their behaviours easier and
can help them become better at the subjects they are studying.
Disadvantages: Extrinsic motivation can lead to overjustification and a large reduction in intrinsic
motivation and thus making the student less interested in the subjects they are studying. It can also
lead to inhibition in many students when they realize that the rewards are not worth their efforts.
2.2.3 Differences between Intrinsic and Extrinsic Motivation
The most simple distinction between extrinsic and intrinsic motivation is the type of reasons or goals
that lead to an action. While intrinsic motivation refers to doing something because it is inherently
interesting or enjoyable, extrinsic motivation, refers to doing something because it leads to a
separable outcome. Extrinsic motivation thus contrasts with intrinsic motivation, which is doing an
activity simply for the enjoyment of the activity itself, instead of for its instrumental value (Ryan, 2000).
There are different ways to motivate a student. Intrinsic motivation focuses more on the internal
thoughts of a student while extrinsic motivation focuses more on external ways to motivate. Intrinsic
motivation takes a longer time to motivate a student while extrinsic motivation takes a much shorter
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time. Extrinsic motivation also has a wider range of effects than intrinsic motivation.
Both intrinsic and extrinsic motivation affect students differently. While most people would suggest
that intrinsic motivation is better for some students, others may find it impossible to motivate
themselves and rely on the rewards to be able to study. Nowadays, extrinsic motivation is the type
that many teachers choose to motivate their students and because of that, it is used more than
intrinsic motivation. Therefore, both types are equally effective.
2.3 Influence of Intrinsic Motivation and Extrinsic Motivation on Learning
According to Cherry (2018), ‚extrinsic and intrinsic motivation can play a significant role in learning
settings‛. Some experts argue that the traditional emphasis on external rewards such as grades,
report cards, and gold stars undermines any existing intrinsic motivation that students might have.
Others suggest that these extrinsic motivators help students feel more competent in the classroom,
thus enhancing intrinsic motivation.
It may appear that the reason some students are more engaged and perform better in class
activities relative to other students is because some are more motivated than others. However,
current research suggests that motivation is not concrete or quantifiable; it is ‚dynamic, context
sensitive, and changeable.‛ Thus, students have the flexibility to, intrinsically, motivate themselves to
engage in an activity or learn something new even if they were not intrinsically motivated in the first
place. While having this type of flexibility is important, research reveals that a teacher's teaching
style and the school environment also play a factor in student motivation (Maclellan, 2005).
3 CONCLUSION
In conclusion, both types of motivation are great at motivating students. The job of teachers is to find
ways to improve intrinsic motivation in students and help them love learning. Students, on the other
hand, have to be prepared to take some responsibility for their own learning. By this we can ensure
that students view the language and the learning experience in a positive light.
REFERENCES
[1]
Cheery, K. 2018. Extrinsic vs. Intrinsic Motivation: What's the Difference? Retrieved from
[2]
[3]
[4]
Gardner, R. C. 1985. Attitudes and motivation in second language learning.
Rowley, MA: Newbury House Maclellan. 2005. "Academic achievement: The role of praise in
motivating students". Active Learning in Higher Education
[5]
Ryan, R. M. 2000. "Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions".
Contemporary Educational Psychology. 25 (1): 54–67.
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