ISSN: 3030-3931, Impact factor: 7,241
Volume 8, issue2, Iyul 2025
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Original article
341
THE ROLE OF MOTIVATION AND PSYCHOLOGICAL BARRIERS IN LEARNING
ENGLISH AS A FOREIGN LANGUAGE
Davronboyeva Durdona Toshtemir kizi
(4
th
course in Tashkent University of Social Innovations)
Abstract:
This paper explores the dual impact of motivation and psychological barriers in the
acquisition of English as a Foreign Language (EFL). While motivation has been identified as a
key driving force behind successful language learning, psychological factors such as anxiety,
fear of failure, and lack of self-confidence often act as significant deterrents. Drawing on both
theoretical frameworks and empirical findings, this study investigates how these factors interplay
to influence language acquisition. The paper concludes with pedagogical implications and
practical strategies to foster motivation and mitigate psychological obstacles in the EFL
classroom.
Key words:
Motivation, Psychological Barriers, Foreign Language Learning, English as a
Foreign Language (EFL), Language Anxiety, Self-Efficacy
Annotatsiya:
Ushbu maqola ingliz tilini chet tili sifatida (EFL) o‘zlashtirish jarayonida
motivatsiya va psixologik to‘siqlarning ikki tomonlama ta’sirini o‘rganadi. Motivatsiya
muvaffaqiyatli til o‘rganishning asosiy harakatlantiruvchi kuchi sifatida qaralgan bo‘lsa-da,
xavotir, muvaffaqiyatsizlikdan qo‘rquv va o‘ziga bo‘lgan ishonchsizlik kabi psixologik omillar
ko‘pincha jiddiy to‘siqlar sifatida namoyon bo‘ladi. Ushbu tadqiqot nazariy yondashuvlar va
empirik dalillarga tayanib, bu omillarning til o‘zlashtirishga qanday ta’sir ko‘rsatishini tahlil
qiladi. Maqola yakunida EFL darslarida motivatsiyani kuchaytirish va psixologik to‘siqlarni
kamaytirish bo‘yicha pedagogik xulosalar va amaliy tavsiyalar beriladi.
Kalit so‘zlar:
Motivatsiya, Psixologik to‘siqlar, Chet tilini o‘rganish, Ingliz tili (chet tili sifatida),
O‘ziga ishonch (o‘z-o‘zini samarali baholash)
Аннотация:
Данная статья рассматривает двойственное влияние мотивации и
психологических барьеров на процесс овладения английским языком как иностранным
(EFL). Мотивация признаётся ключевым двигателем успешного изучения языка, тогда как
психологические факторы, такие как тревожность, страх неудачи и неуверенность в себе,
часто выступают значительными препятствиями. Основываясь как на теоретических
концепциях, так и на эмпирических данных, исследование анализирует взаимодействие
этих факторов и их влияние на овладение языком. В заключении приводятся
педагогические выводы и практические рекомендации по усилению мотивации и
преодолению психологических трудностей в процессе изучения английского языка как
иностранного.
Ключевые слова:
Мотивация, Психологические барьеры, Изучение иностранного языка,
Английский как иностранный (EFL), Языковая тревожность, Самоэффективность
Learning a foreign language is both a cognitive and emotional journey. English, being the lingua
franca of globalization, holds immense value for learners worldwide. However, despite
widespread access to English learning resources, learners often face internal challenges that
hinder their progress. Motivation propels learners forward, while psychological barriers can pull
ISSN: 3030-3931, Impact factor: 7,241
Volume 8, issue2, Iyul 2025
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Original article
342
them back. This article examines how motivation functions as a catalyst for learning and how
psychological impediments can disrupt that process.
Motivation in language learning refers to the desire and effort exerted to acquire a new language.
Gardner and Lambert (1972) famously distinguished between:
1.
Integrative motivation
: where learners wish to integrate with the culture of the target
language.
2.
Instrumental motivation
: driven by utilitarian goals such as career advancement or
academic success.
3.
Intrinsic motivation
arises from internal satisfaction, such as enjoyment or intellectual
curiosity.
4.
Extrinsic motivation
depends on external rewards, including grades, recognition, or
employment.
Both forms play crucial roles in sustaining language learning, though intrinsic motivation is
often more durable.
One of the most studied barriers in second language acquisition is language anxiety. Horwitz et
al. (1986) introduced the concept of Foreign Language Anxiety (FLA), highlighting its cognitive,
emotional, and behavioral impacts.
Common symptoms include:
-
Nervousness when speaking in class
-
Avoidance of participation
Learners often associate errors with personal inadequacy rather than growth. This fear can lead
to:
1.
Reluctance to speak or write
2.
Delayed responses
3.
Over-reliance on native language
Self-efficacy, as defined by Bandura (1997), refers to one’s belief in their ability to succeed.
Low confidence can become a self-fulfilling prophecy, particularly in speaking and listening
skills.
Some learners experience conflict between their cultural identity and the target language. This
can result in ambivalence or even resistance to English.
Motivation and psychological barriers are not mutually exclusive; they interact dynamically:
High motivation can overcome moderate anxiety.
Persistent anxiety can erode intrinsic motivation.
Motivation can fluctuate in response to emotional experiences in the classroom.
ISSN: 3030-3931, Impact factor: 7,241
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For instance, a student motivated to study abroad may still avoid speaking due to embarrassment,
creating a psychological stalemate.
Several studies illustrate the complexity of these interactions:
Motivation and Anxiety Among Uzbek EFL Learners
A study conducted at a university in Uzbekistan found that students with high instrumental
motivation (e.g., wanting to pass IELTS) reported moderate to high anxiety levels, especially in
oral communication. However, those with intrinsic motivation showed higher resilience and
better performance.
Teachers, curriculum designers, and policymakers must adopt strategies that balance
motivational enhancement with psychological support.
Reducing Psychological Barriers
-
Normalize mistakes as part of learning
-
Use pair work and group discussions to reduce fear
-
Provide consistent, constructive feedback
-
Introduce mindfulness techniques to manage anxiety
Enhancing Motivation
-
Link content to learners’ real-life goals
-
Celebrate small achievements to build confidence
-
Create opportunities for authentic language use (e.g., debates, role-plays)
-
Encourage learner autonomy through project-based tasks
Modern learners are digital natives. Leveraging technology can enhance motivation and reduce
stress.
Language apps
(Duolingo, Memrise) offer gamified, pressure-free environments.
Social media
and forums allow anonymous or semi-anonymous practice.
Virtual exchange programs
can boost integrative motivation by connecting learners
with native speakers.
However, overreliance on technology without interpersonal interaction may fail to address real
communicative competence and can lead to passive learning.
To deepen understanding of this topic, future studies should:
Examine longitudinal data to track motivation and anxiety over time
Explore differences in gender, age, and cultural background
Investigate the impact of teacher attitude and teaching style
Develop standardized tools to measure psychological readiness for language learning
ISSN: 3030-3931, Impact factor: 7,241
Volume 8, issue2, Iyul 2025
https://worldlyjournals.com/index.php/Yangiizlanuvchi
worldly knowledge
OAK Index bazalari :
research gate, research bib.
Qo’shimcha index bazalari:
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Original article
344
In Conclusion, Motivation and psychological barriers form two sides of the same coin in EFL
learning. A highly motivated learner may still struggle if burdened by fear or doubt. Conversely,
a confident learner with moderate motivation may achieve considerable success through
perseverance. Effective language instruction must address both domains, creating environments
where learners are not only driven but also emotionally secure. Only then can English be
acquired not just as a subject, but as a living, breathing mode of expression
REFERENCES
1.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
2.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language
learning. Newbury House.
3.
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom
anxiety. The Modern Language Journal, 70(2), 125–132.
4.
Kim, S. Y., & Kim, M. (2004). When the learner becomes a teacher: A study of the
motivational changes of Korean English learners. Asian EFL Journal.
5.
Melikuziev, A. (2024). Paralinguistic Features as Crucial Indicators of Intent and
Emotion in Communication.
Engineering problems and innovations
,
2
(Spec. 1).
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Meliqo'ziyev, A. (2024). The Role of Paralinguistics in Enhancing Communication
Effectiveness.
Engineering problems and innovations
,
2
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Gardner, R. C., & Lambert, W. E. (1972).
Attitudes and motivation in second-language
learning
. Rowley, MA: Newbury House. – Classic study introducing integrative and
instrumental motivation.
