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THE ROLE OF MOTIVATION IN SECOND LANGUAGE ACQUISITION AND
EFFECTIVE CLASSROOM STRATEGIES
Otajonova Mahliyo Bahrom kizi
The teacher of History and philology department, Asia International University.
https://doi.org/10.5281/zenodo.15242293
Abstract.
This article explores the role of motivation in the acquisition of a second
language and investigates how it influences learning outcomes across different educational
settings. The distinction between intrinsic and extrinsic motivation is examined, with particular
focus on how they manifest in learners’ behaviors and achievements. The study also provides a
comprehensive overview of strategies that educators can employ to foster motivation in their
students, such as goal-setting, meaningful content selection, and learner autonomy. The
conclusion emphasizes the necessity of maintaining a motivational classroom environment and
preparing future educators to manage and enhance motivational factors effectively.
Keywords
: motivation, second language acquisition, intrinsic motivation, extrinsic
motivation, language learning strategies, classroom engagement, learner autonomy
РОЛЬ МОТИВАЦИИ В ИЗУЧЕНИИ ВТОРОГО ЯЗЫКА И ЭФФЕКТИВНЫЕ
СТРАТЕГИИ КЛАССА
Аннотация.
В этой статье рассматривается роль мотивации в изучении второго
языка и изучается, как она влияет на результаты обучения в различных образовательных
условиях. Рассматривается различие между внутренней и внешней мотивацией, с
особым акцентом на том, как они проявляются в поведении и достижениях учащихся.
Исследование также дает всесторонний обзор стратегий, которые преподаватели
могут использовать для стимулирования мотивации у своих учеников, таких как
постановка целей, осмысленный выбор контента и автономия учащихся. В заключении
подчеркивается необходимость поддержания мотивационной среды в классе и
подготовки будущих преподавателей к эффективному управлению и усилению
мотивационных факторов.
Ключевые слова:
мотивация, изучение второго языка, внутренняя мотивация,
внешняя мотивация, стратегии изучения языка, вовлеченность в класс, автономия
учащихся
Introduction
The learning of a second language (L2) involves not only the cognitive ability of students
but also their emotional and psychological states. Among the many factors that affect language
acquisition, motivation plays a central role. Without motivation, the best-designed curriculum
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ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 4
and the most experienced teachers may not yield the desired results. Researchers and educators
agree that motivation can determine the direction, intensity, and persistence of learning behavior.
In L2 learning, especially when it occurs in environments with limited exposure to native
speakers, learners’ motivation often replaces real-life immersion and interaction.
Motivation in L2 acquisition is complex and dynamic. It may change over time and is
influenced by many external and internal factors. Therefore, it is vital for language teachers to
understand the different types of motivation and how to adapt their teaching methods
accordingly. This article aims to analyze how motivation impacts second language learning and
offer practical strategies to maintain and enhance it in the classroom.
Materials
Motivation in second language acquisition has been extensively studied, most notably by
Gardner and Lambert (1972), who categorized motivation into two main types: integrative and
instrumental. Integrative motivation arises when learners wish to integrate into the target culture
and communicate with native speakers. Instrumental motivation, on the other hand, is driven by
external rewards such as job opportunities, academic advancement, or travel.
A later classification by Deci and Ryan (1985) introduced the concepts of intrinsic and
extrinsic motivation. Intrinsic motivation refers to the learner’s internal desire to learn due to
interest, enjoyment, or personal challenge. Extrinsic motivation is based on external rewards or
pressure, such as exams or grades. Both types of motivation are present in classrooms, but their
effects can differ widely. Intrinsic motivation generally leads to deeper engagement, while
extrinsic motivation can be short-lived unless reinforced properly.
Understanding the interplay between these motivational types is essential for teachers
when planning lessons and evaluating student performance. Furthermore, the concept of
amotivation, a state of lacking any motivation, also warrants attention, especially in settings
where students show signs of disengagement or disinterest in language learning.
Research and Methods
In the course of this study, data were collected through classroom observations,
interviews with language teachers, and student feedback surveys across secondary and tertiary
education institutions. The main aim was to identify the presence of motivational strategies and
how students responded to them. Special attention was given to how motivation affects key
language skills: reading, writing, speaking, and listening.
The research focused on three groups of students: those studying English as a second
language for academic purposes, those preparing for international exams (e.g., IELTS, TOEFL),
and those learning for personal development. This grouping allowed the identification of
motivational patterns tied to learners’ goals and contexts.
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A typology of motivational strategies was developed, including:
• Teacher-student rapport building
• Contextual learning with real-life application
• Gamification and competitive learning
• Task-based learning with cultural elements
• Personalized feedback and recognition
• Use of multimedia and technology
Discussion
The findings from this study highlight the dominant role of intrinsic motivation among
students who were highly engaged and independent in their learning. These students were more
likely to use additional learning resources, ask questions, and reflect on their progress. In
contrast, extrinsically motivated students often displayed motivation spikes before assessments
but lacked consistency in language practice outside the classroom.
Students’ responses also revealed that the teacher’s role in maintaining motivation is
critical. Supportive and enthusiastic teachers who showed interest in students’ progress
significantly enhanced classroom motivation. This supports Vygotsky’s theory of the Zone of
Proximal Development, where learners achieve better results when guided by a more
knowledgeable other.
However, several obstacles to maintaining motivation were also identified:
• Overemphasis on exams and testing
• Lack of personalized tasks
• Negative classroom climate or teacher feedback
• Limited use of cultural or authentic materials
• Monotonous teaching methods
One prominent observation was that motivation tends to drop in the mid-phase of a
semester, often due to routine and lack of novelty. To combat this, periodic changes in activity
types, learning environments, and goal re-evaluation proved effective.
Motivation also varied with students’ cultural background, age, and learning style. For
example, adult learners showed more instrumental motivation (career advancement), while
younger learners responded better to intrinsic and gamified activities.
Results
The introduction of motivational strategies had a tangible impact on student performance.
Students in experimental groups, where motivation-enhancing methods were consistently used,
showed higher attendance, better retention of vocabulary, and more frequent participation in
class discussions.
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The qualitative data from interviews confirmed that motivation is deeply intertwined with
learners’ emotional state. Encouraging feedback, peer collaboration, and a sense of belonging
within the class created a secure environment in which students were more willing to take
language risks, such as speaking spontaneously or writing creatively.
Motivational strategies not only improved language learning outcomes but also
contributed to the development of learners’ self-confidence, critical thinking, and autonomy—
traits necessary for lifelong learning.
Conclusion
Motivation remains one of the most vital elements in second language acquisition.
Whether intrinsic or extrinsic, it significantly affects how learners approach tasks, persist
through difficulties, and achieve language proficiency. Teachers must become skilled motivators,
capable of adapting methods to suit individual student needs and maintaining a stimulating
environment. A motivated student can overcome limitations in exposure, resources, or prior
experience. Therefore, motivation should be an integral component of teacher training programs.
Teaching strategies should not only focus on grammar and vocabulary, but also on
developing curiosity, a growth mindset, and cultural interest. Understanding and applying
motivational theory in language classrooms leads not only to academic success but also to the
creation of learners who enjoy language and continue using it beyond the classroom. By
encouraging motivation from the start, educators lay a foundation for effective, long-lasting
language learning
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