The Effect of Intrinsic and Extrinsic Motivation on Students’ Achievement in Learning English as a Foreign Language

Authors: 
Anawar Abdelrazaq
Ahlam Taha
Abstract: 

The current study aimed at investigating the role of intrinsic/extrinsic motivation in learning English as a foreign language at the university level. In particular, the study tried to answer three main questions.

These are a) what is the relationship between general motivation and students' level of achievement in English as a foreign language?

B) What is the relationship between intrinsic/extrinsic motivation and students’ level of achievement in English as a foreign language? C) What is the relationship between motivation toward learning English as a foreign language and students’ gender? A
questionnaire was distributed to a random sample of (100) participants who were enrolled in two levels of introductory English courses (level A- High achievers, level D-Low achievers). The results showed that the level of the general motivation toward learning English for high achievers was slightly higher than low achievers.

Pertaining to the relationship between intrinsic/extrinsic motivation and English language achievement, it has been found that high achievers had both higher intrinsic and extrinsic motivation than low achievers. The results also revealed that the extrinsic motivation toward learning English as a foreign language was the dominant one.

Results also revealed that there was no significant difference in the general motivation toward learning English due to gender.

The reasons behind such results, recommendations and suggestions for teachers to motivate and assist their students in learning English effectively and efficiently will be presented and discussed.