INTRINSIC MOTIVATION IN ENGLISH LEARNING: PERSPECTIVES FROM LEARNERS AND TEACHERS

Abstract

This study focuses on exploring the factors influencing intrinsic motivation in English language learning and examines strategies to enhance it among English learners. Guided by Self-Determination Theory, the study employed a qualitative approach through in-depth interviews with 17 non-English major students and 12 English teachers at a higher education institution in Vietnam. The results reveal that intrinsic motivation is primarily driven by personal growth, enjoyment, and self-determined goals for English learning. The teacher participants reported that they regularly apply student-centered, interactive, and engaging teaching approaches, which are essential for cultivating intrinsic motivation among students. Meanwhile the students express a strong desire for greater experiential, contextualized, and authentic English learning opportunities beyond the classroom. The study implies the need for reformulating both teaching methods and curriculum design to foster learning motivation that stems in autonomy, competence, and relatedness. By doing so, English learning becomes more  meaningful, empowering, and enduring for students.