PSYCHOLOGY AND EDUCATION (2021) 58(1): 534-545 ISSN:00333077

Exploring the Role of Motivation in English Language Teaching: Learners and

Teachers Perspective

Muhammad Ajmal1, Muhammed Salim Keezhata2,*, Ghulam Mujtaba Yasir3 & Sohaib Alam4
1
Assistant Professor of English, Department of English, University of Lahore, Pakistan
2
Assistant Professor, Department of English, College of Science and Humanities in Al-Kharj
Prince Sattam Bin Abdulaziz University, Saudi Arabia.
3
Assistant Professor, Department of English, Ghazi University, DG Khan, Pakistan
4
Assistant Professor, Department of English, College of Science and Humanities,
Prince Sattam Bin Abdulaziz University, Saudi Arabia.

*
Corresponding Author:Muhammed Salim Keezhata, [email protected]

ABSTRACT
This study aims at exploring and investigating the role of motivation in learning and teaching of English language. It highlights the
fact if extrinsic motivation is likely to have an impact on the learning process of a student stronger than intrinsic motivation, or both
types of motivations have a significant role to play in the process. The study also focuses on the role of a teacher in building a
conducive environment to sustain a healthy competition in teaching a second language. The questionnaire was sent to undergraduate
students of 2 universities by using Google forms. The sample size for this research population was 60. There were a total of 19
(31.7%) male respondents and 41 (68.3%) female respondents. The results conclude that students’ guardians have a significant role to
play in learning a new language. The primary method, for most students, to learn English language was through entertainment media
such as television and movies. A significant motivator for students was the opinion of other people. There was a moderate, positive
correlation between the two variables namely extrinsic and intrinsic motivation [r=.345, n = 60, p <.0005]. This shows that the two
types of motivations are not mutually exclusive but can co-exist as they did in our sample. Both extrinsic and intrinsic motivations are
crucial in the development of effective pedagogical practices.

Keywords:
English Language Teaching, extrinsic motivation, intrinsic motivation, entertainment media, under graduate students
Article Received: 18 October 2020, Revised: 3 November 2020, Accepted: 24 December 2020

1. Background of the Study of external and internal motivation. This desire to

Motivation is believed to be something that learn a new language might stem from personal
liaises directly with behavior. People decide on achievement, personal goals, personal inspiration
performing certain tasks or setting certain goals and and perhaps just a need to grow intellectually with
then achieving those goals. But what goes on in or without any external reward.
between setting the target and achieving it? One can One of the ever first theories to touch upon
assume that motivation plays a vital role because of the subject of motivation was proponded by
its immense value in the process of learning, and Sigmund Freud, who wrote about the parts of a
influences their success rate, when people choose to person’s subconscious. He came up with the
learn English language. A person’s internal drive psychoanalytic theory which focuses on the desires
can pave the passage to success. A person’s internal of people and the drives that force them to achieve
and external desires shape the way to progress or succumb to such desires. It was then the work of
towards their goals. When it comes to learning a B.F Skinner, Rotter’s [18] social learning theory
language, motivation can be perceived in the form and lastly, Atkinson et al [2] which then further
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clarified the things. They wrote about stimulation importantly, if they experience the right kind of
and reinforcement wherein a behavior is likely to be internal and external motivation. Teachers are key
repeated if it is rewarded in some way (Skinner). players when it comes to keeping the learners as
Thus, motivation became the center of attention and engaged as possible within the classroom so that
a key element towards progress. they can experience high level of both intrinsic and
Saudi Arabia’snational language is Arabic extrinsic motivation. In learning a language,
and with it, English was set as the official language. Gardner’s description can be used which involves
Despite being their official language, a large chunk effort, desire and most importantly a favorable
of the population cannot read, write or speak disposition towards this language. A favorable
English as per foreign standards of education. At disposition may not be achieved if past experiences
the same time, the diversity present in Saudi Arabia with learning the language have been negative in
means that students flock to urban areas in order to nature or have led to distress caused by either
gain formal education, and owing to their different teachers or peers.
linguistic and dialectic backgrounds, learning Both internal and external factors are at
English seems to be a hard net to crack for them. work regarding Learners’ motivation. For instance,
Those who come from backgrounds where English internal motivation might mean that a language is
is taught in their school education, don’t necessarily being learned simply to be able to communicate in
use their general education courses as a means to that language. The learner might have picked it up
learn the language, whereas those who come from as a fun hobby, may be they like watching foreign
different linguistic backgrounds need to learn films and television and have decided to learn a
English because the books, the lectures, and the language instead of using subtitles, and it may
medium of communication and information, being prove a joyous thing for them to do so. At the same
in English. It means that their learning English time, external motivation could be that of a reward;
becomes a pre requisite. The other factors involved perhaps the learner is preparing for an exam in a
include receiving good grades and earning a better foreign country, which could mean better
CGPA, which is an indicator of a student’s opportunities in life, a better career or different
performance in the university and later might lead ways to make money. In this kind of high stakes
to secure a good job or internship in a respectable situation, it is likely that the learner is trying to
institution. learn a language out of necessity and survival.
In motivating students to learn, teachers Effort alone is not what drives the learner to
become central figures. More often, it is up to the accomplish the task of learning a new language; it is
teacher to remove any hostility that might arise both the satisfaction of achieving this goal, and the
between those who know English well and those effort and the presence of desire that effects the
who have trouble with it and to ensure that the learner’s motivation. However, motivation can be
classroom is a safe, nourishing environment meant difficult to define in exact terms given the vast
only for learning without any shame attached. literature that exists on studying it and the various
Often, teachers themselves ridicule the students if perspectives on it, but one thing is certain, it
they seem to experience difficulties, instead of definitely has a key role in the way the learners
helping them overcome these difficulties. Students strategize and push forward.
are more likely to succeed in not just learning In Saudi Arabia, the medium of instruction
languages but other tasks as well, if they are is English. It is also the language which is used in
encouraged, and given the right push and most the text books, in exams, and even taught in higher

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academic institutions. English is also taught as a psychologists but the crux of agreement rests upon
compulsory subject from the lowest academic grade the difficulty and necessity to reach a consensual
to the highest; even universities have basic and definition. Brown [6] remarked about the existing
compulsory English courses to make the learners definitions of motivation being too vague to be used
proficient in English and to enable them to write as a substantial instrument, wrecked with conflict
research papers, to communicate and to write and arguments about its origins and nature and its
creatively. Many students with strong English being a “behavioral determinant.” According to
background, while speaking, prefer English to other Bolles [5], that while there is little consensus upon
languages because they feel at ease and confident in the defining criteria of motivation, most definitions
expressing their ideas in it, but those who have not given depend on the contributor’s own sense of
had similar educational backgrounds might forego commitment to the theory than motivation itself.
socializing in fear of not being able to communicate Other theorists such as Bunnel and Verplanck [22]
thoroughly or fluently in English. This might cause have proposed to desert the concept in its entirety.
them lose confidence in their own abilities and thus, Atkinson and Birch (1978) have highlighted
develop a low level of motivation. This study the four languages of motivation that have been
spotlights the ways in which motivation influences accentuated by psychologists in their definitions of
a student’s abilities to learn English and the vital motivation: neuropsychological, mathematical,
part played by teachers in assuming the role of experiential, and behavioral. Abraham Maslow [13]
motivators. In Saudi Arabia, a number of students writes, "The original criterion of motivation and the
belong to non-English speaking backgrounds and one that is still used by all human beings except
although they might have different motivation to behavioral psychologists is the subjective one. I am
learn the language, at the root of their progress and motivated when I feel desire or want or yearning or
desire to master it lies their self-interest. This study wish or lack." Another definition proposed by
focuses on how well motivation works in the lives Dalbir Bindra and Jane Stewart [4] describes
of second language learners. It compares their level motivation to be "Any goal-directed action is
of motivation with their performance. instigated by a central motivational state, which
1.2 Research Questions itself is created by an interaction within the brain
This study endeavors to answer the following between the neural consequences of bodily
research questions: organismic states ('drives') and neural consequences
1) Are there any significant differences in of environmental incentives ('reinforcers')."
opinion about the role of motivational 2.1 Theories of Motivation
factors in terms of teachers and learners’ Stewart [4] came up with a theory of
perception? motivation that suggested people experience
2) What are the motivational factors motivation when their needs have been met. He
influencing the academic achievement of the theorized a pyramid of needs which progresses from
participants? the lowest tier of basic needs to the highest form of
their manifestation which was framed as Self-
2. Literature Review actualization. In order to progress to the higher
The first sign of trouble, when studying needs, also known as growth and being needs, one
motivation, arises when it becomes difficult to first has to fulfill the lower levels or the deficiency
describe it. Various criteria to define motivation needs. The lowest level of the pyramid displays
exist with conflicts among writers, thinker and basic, physiological needs such as food, water, sleep

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and shelter, sex and warmth. The desire to fulfill we’d just be living like robots. Doing what is told to
these needs increases proportionally to the duration us and never striving to do better. For instance,
of their absence. The body performs at optimal when parents need to motivate their children to
function if these needs are met. The second level is study hard, they give them certain incentives. This
based upon security. This could be financial is called extrinsic motivation. The word intrinsic
security or job security, feeling safe and secure in itself refers to something that is inherent by nature.
one’s own body, house or residence security, health The world is synonymously used with inner, which
etc. These needs are based around experiencing refers something from within. Unlike extrinsic
some sort of control, predictability and order in motivation, intrinsic motivation doesn’t need any
one’s life. The third level takes into consideration external incentive. It is inherent. When it comes to
the need to be loved and belongingness. This is intrinsic motivation, what propels people into action
centered on the society we live in, the relationships is their own will and self-determination. For
we form, romantic or platonic, religious affiliations, instance, when a child studies hard because he or
workplace socialization etc. Interpersonal she likes to study and enjoy learning thing, the
relationships act as an instrument for motivation. motivation behind is intrinsic in kind. The reward is
Another theory of motivation is Skinner’s a sense of accomplishment rather than promised
Reinforcement which is applicable on the area of goods. Intrinsic motivation is ideally the best
communication. This means that people like to be motivation because then the behavior isn’t
reinforced upon their ideas and their beliefs and do manipulated by other incentives. Because when
not like to be told that they are wrong. This was incentives are given, the person is more like a pawn
analyzed upon the criteria that organisms reacted to doing things at the will of others. (deCharms, [7].
certain stimuli. These stimuli were present in their There are several theories of intrinsic motivation
environment. One of the stimuli that affected the but the one most widely quoted and cited is that of
organisms the most was known as the “Cue”. This Self- Determination theory (SDT). This theory was
cue generated a response in the organism. However, developed by Edward Deci and Richard Ryan
it is said that a response is never complete without a [8]. According to this theory all humans have three
reaction being given from the environment itself. psychological needs and these are the need to feel
The environment, it was then found out by Skinner, competent, related and autonomous. As stated by
gave a reaction which was then termed as the theory, these needs are what give birth to
reinforcement. This kind of a reaction is not the sole intrinsic motivation. It is when one feels
reaction but a mere part of a number of reactions autonomous, competent and self-determined and
This meant that there are other reactions as well but one pursues an interest of ones. The authors go on
Skinner focuses on the reinforcement and to say that when people feel competent, autonomous
formulates a motivational theory regarding the act and self-determined, they will freely seek what
of reinforcement by the environment and its result interests them. For instance, while playing games
in the production of pleasure in the organism; when we’re upgraded to the next level we feel
namely human. competent to try and pass the new level to reach the
2.2 Intrinsic and Extrinsic Motivation highest level there is. This sense of competence is
In a very basic sense, motivation is the need or what keeps us focused on playing the game and
desire behind everything we do or see being done again. Intrinsic motivation is the motivation present
around us. Motivation can be either intrinsic or in the act of learning English as a second language
extrinsic. Without it, our life would be bland and itself whereas extrinsic motivation is any such

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motivation that goes beyond and is aimed at also be more appreciated by their general peers
achieving something through the act of learning, therefore they were found to be more extrinsically
rather than learning itself ,Vallerand et al, [21]. motivated. This again represents how many students
Ilić [9] found that from those learning view the rewards of learning to lie beyond the
English as a second language in both high school activity in itself and is representative of society
and university, there was generally a lack of where those that speak well in English to avail
intrinsic motivation present. Many of the students certain advantages. It also represents the lack of the
believed in the activity rewarding them in the future environment that is necessary for properly
whereas not many of them had interest or a developing intrinsic motivation in students.
relatively high level of enjoyment when it came to
learning the language. Some minor differences were 3. Research Design
found such as women enjoying it more than men 3.1 Research Approach and Design
but these, by and large, were negligible due to any The researchers believed that a mixed method
such differences being minimal. Quadir [12] found approach towards this study would prove to be more
that students who were intrinsically motivated were in depth, valid and reliable. Both qualitative and
more likely to enjoy the language they were being quantitative methods were employed to collect
taught which led to an increase in the probability primary data from students and teachers alike. A
that they would continue to learn English as a questionnaire was adapted from Quadir’s [16]
second language and that there was a significant research to fit the study. This questionnaire was
difference in the scores achieved in proficiency tests circulated among the students. Given that the data
by those that were intrinsically motivated and those meant to be collected from the teachers was more
that were extrinsically motivated. It was also found demanding and comprehensive, the researchers
that students that were both intrinsically and chose to interview the teachers.
extrinsically motivated would be more adept at 3.2 Population and Sample
reading and other activities,Tercanlioglu, [19]. The research was designed to be conducted on the
Samejon [17] discovered that most students formally educated students and practicing teachers
viewed learning English as a second language as a of Saudi Arabia. Data was collected from two
means to achieve far reaching goals, such as public and a private sector universities of the
academic ambitions or climbing up the economic Riyadh region. Students who had to formally learn
ladder, thereby meaning that they were more English as a foreign language were selected for the
extrinsically motivated to the rewards that they study. Teachers who had specific experience in
could reap from the act of learning English. The teaching English Language to non-native speakers
effects of pedagogy on learning was also found to were chosen. The sampling method was that of
be immensely important to the degree of motivation convenience sampling. The sample size was 60
that students had for learning English as a second students.
language and that the teacher was instrumental in 3.3 Data Collection Procedure
the way the students in the study approached the Due to the Covid-19 pandemic and the lockdown,
activity. Niazi and Zahid [15] found that English the research was conducted on online platforms.
learning of students was both motivated The researchers created the survey on Google
extrinsically and intrinsically, however most of Forms and sent it on to various online, social media
them saw the activity as being necessary in order to platforms such as Facebook, Twitter, LinkedIn,
procure higher grades in their academic career and WhatsApp. The data collected from all of the

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surveys was quantified onto Excel and then SPSS to July. The interviews were conducted and the data
be analyzed statistically. Teachers who volunteered were collected between July and September 2020.
to be a part of the study were reached out to on the 3.6 Instruments
phone. The interviews were recorded and then The survey that was administered to the students
transcribed. was an adoption of Quadir’s [16] research, “A
3.4 Data Analysis Comparative Study of English and Non-English
Data Analysis was conducted through entering the Major University Students' Motivation to Learn
data from the student survey onto Microsoft Excel English Oral Communication.” The researchers
and then IBM SPSS. The data from the interviews, conducted a study to discover if there were any
after transcription, was examined by the researchers differences in motivation to learn English language
to perform a thematic analysis. After the between students of English and non-English
transcription, initial codes were generated along “major” students enrolled in universities.
with their identification of initial themes. The 4. Data Analysis and Discussion of Findings
themes and codes were thoroughly edited and 4.1 Results and Discussion
proofread for refinement and finally published. The questionnaire was sent to undergraduate
3.5 Timeline students of a public and a private sector universities
This research began in January. The initial data using Google forms. The sample size for this
collection was meant to occur in March 2020, but research was 60. There were total 19 (31.7%) male
due to the pandemic and alarming rise in the respondents and 41 (68.3%) female respondents.
number of cases, a lockdown ensued. The The table one describes the gender distribution of
researchers had to postpone the data collection till the participants in the study.

Table 1. Gender distribution of the sample

Gender Frequency Percentage
Male 19 31.7%
Female 41 68.3%
Total 60 100%

Majority of the participants were in their final years. year students. Table 2 describes the distribution of
The sample had 40 (66.7%) fourth year, 15 (25.0%) academic years of students.
third year, 4 (6.7%) second year and 1 (1.7%) first
Table 2. Academic years of the sample
Academic year Frequency Percentage
First Year 1 1.7%
Second Year 4 6.7%
Third Year 15 25.0%
Fourth year 40 66.7%

Students from both public and private sector were publicuniversity and only 11 (18.3%) of the
sampled. However, there were more students from participants were from a private sector university.
the private sector than the public sector. A total of Table three describes the kind of universities the
49 (81.7%) participants were from a sample belonged to.
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Table 3. Type of university

University type Frequency Percentage
Private sector 11 18.3%
Public sector 49 81.7%
Total 60 100%

Majority of the participants reported learning teaching methods and classrooms in a way that
English from Television and Movies followed by utilizes these methods more than rote memorization
Books, communication with peers and English and mandatory learning and application of the
classes. This finding tells us that students learn grammar rules as these methods are what students
English primarily from Television and movies and find more effective in helping them learn. The
books, which are factors in the environment of the following table (table 4) describes where the sample
students compared to learning in the classroom and learnt English language from in detail:
through communication. This can help us tailor our

Table 4. Sources of learning English

Source of learning Frequency Percentage
Television/ Movies 33 55.0%
Books 17 28.3%
Communication with peers 9 15.0%
English class 1 1.7%

The top four most agreed upon items by the people around them. This could be the result of the
participants are summarized in the table below participants being university students. Opinions of
(table 5). This shows us that most students learn other people have more impact on university
English because of the influence their guardians students. The third highest scoring item was “I am
have on their lives and because guardians think it is afraid people will laugh at me or mock me when I
important for their children to know English speak English”, this result is consistent with the
language. This also tells us that one of the most teacher’s viewpoint that students are impacted by
important reasons students get engaged in learning those around them and their behavior encourages or
and improving their English is to be able to impress discourages students a lot.

Table 5. Top four most agreed upon items

Item Mean SD
I am learning to speak English because my guardians want me to improve my 3.88 1.16
English skills.
I want to improve my English so that I can impress the people around me 3.64 1.29
I am afraid people will laugh at me or mock me when I speak in English 3.47 1.40
Speaking English is a hobby for me 3.40 0.94

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The least four agreed upon statements by the foreigners. This was followed by “I believe learning
participants are also summarized in the table below better English will help me get a better job. It
(table 6). The data shows that the least important appears that our participants do not conform to the
factor for our participants is that they would be able notion that learning better English gives you a better
to travel to new countries and communicate with job.

Table 6. Top least four agreed upon items

Item Mean SD
I want to learn English, so I am able to travel to new countries and 2.43 1.55
communicate with foreigners.
I believe learning better English will help me get a better job. 2.63 1.51
English proficiency is important for me 2.65 1.30
I enjoy speaking English very much. 2.77 1.04

Mean scores and standard deviations of the highest score on these three subscales was in
participants on the three subscales used in the subscale Anxiety. This tells us more needs to be
research; intrinsic motivation (mean = 3.04), done in order to better deal with anxiety resulting
extrinsic motivation (3.16) and anxiety (3.29) are from learning a new language.
summarized in the following table (Table 7). The

Table 7. Mean scores on the subscales of intrinsic motivation, extrinsic motivation and anxiety
Subscale Mean SD
Intrinsic Motivation 3.04 0.78
Extrinsic motivation 3.16 0.93
Anxiety 3.29 1.15

T tests were conducted to compare means on the difference between the two genders on any of the
three subscales of intrinsic motivation, extrinsic scales. The following table (Table 8) describes the
motivation and anxiety of male students and female results of t-test on the three subscales of motivation
students. Results show that there is no significant of males and females from the sample.

Table 8. T-test results on the motivation subscales of Males and Females

Motivation Male (n=19) Females (n=41) t-test Sig.(2-
sub-scale M SD M SD tailed)
Intrinsic 3.28 0.67 2.92 0.81 1.81 0.077
Motivation
Extrinsic 3.21 1.06 41 3.13 0.26 0.794
Motivation
Anxiety 3.46 1.19 41 3.21 0.755 0.456

T tests were conducted to compare means on anxiety subscales of students from private
intrinsic motivation, extrinsic motivation and universities and public universities. Our research
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shows that there are no statistically significant have similar views on their experience with the
differences in the anxiety, extrinsic and intrinsic English language. The results of this analysis are
motivation levels of students from these two groups. summarized in the following table (table 9):
This tells us students in both types of universities

Table 9. T-test results on the motivation subscales of students from Private and Public university students
Motivation Public (n=49) Private (n=11) t-test Sig.(2-
sub-scale M SD M SD tailed)
Intrinsic 3.05 0.77 3.00 0.86 0.180 0.860
Motivation
Extrinsic 3.10 0.97 3.40 0.71 -1.14 0.267
Motivation
Anxiety 3.27 1.11 3.36 1.34 -0.20 0.843

The relationship between extrinsic motivation (as positive correlation between the two variables [
measured by the extrinsic motivation subscale) and r=.345, n = 60, p <.0005]. This goes on to show that
intrinsic motivation (as measured by the intrinsic the two types of motivation are not mutually
motivation subscale) was investigated using exclusive but can co-exist as it did in our sample.
Pearson product-moment correlation coefficient. Students were both intrinsically and extrinsically
Preliminary analyses were performed to ensure no motivated. The following figure is a scatter plot of
violation of the assumptions of normality, linearity the correlation.
and homoscedasticity. There was a moderate,

Figure 1: Scatter plot between Intrinsic and Extrinsic Motivation.

4.2 Teachers’ Response

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The teachers interviewed for the research were of understanding new concepts, “students know each
the view that English language is very significant other better, they know how to explain things to
for student’s success in today’s world. They each other better, peers explaining to each other and
described English as the language that “linked the then practicing the concept in small groups has been
world” and believed English language is integral to very effective for me.”
learning and growth in every field. They felt it is The relationship of teacher and students shapes the
important that students master the language as it learning process in great many ways according to
guarantees access to knowledge, progress and the participants; “there should be respect, a
innovation. willingness to learn and trust in the relationship”
One of the interviewees shared that students are said one of the participants. They also focused on
initially very shy and afraid to speak English in how the environment in the class should be friendly
their class because of fear of judgment. They opined and welcoming and not harsh and off-putting. “the
it is important for the teacher at this point to make teacher needs to come down to the level of students
sure that the students feel confident that the and try to bring them up, that cannot be done unless
classroom is a safe space and they will not be you are a bit like a friend to them”, according to one
mocked or laughed at upon trying to speak. of the participants.
Practicing English language was key to learning it The teachers were divided about the best way to
and it is the teacher’s responsibility to make sure as correct a student’s mistake. One group was of the
many students as possible are applying what they view that it should be mentioned to the entire class
are learning in their normal routine conversations. so that it serves as a learning experience of all
The students are afraid of being judged over things students in the class. While the other group
like pronunciation, accent and vocabulary and this considered this approach to be rather harsh and
fear of being made fun of stops them from speaking thought it best to communicate the mistake to the
altogether. The teacher went on to explain that student personally and making sure their privacy is
students who are able to deal with the fear and maintained so they do not get discouraged from
practice what they are learning, do better in their making the same mistake again. Teachers from both
class than those who do not speak. It is integral that groups reported that their technique was working
teachers actively encourage students to participate well for their students and saw no need to change it
while maintaining discipline in class so that no one to the alternative.
makes fun of those who are trying to learn the Teachers believed that the motivation levels of the
language. “English is our second language after all, entire class and of individual students depend
we do not need to be excellent, only need to highly on the teachers. Technology was perceived
improve our skill, when students keep trying to as important for today’s classroom by all teachers.
learn and overcome their fear of judgment, results “Today’s world is changing every single day and
follow” the teacher concluded. technology is an important aspect of that change,
According to the teachers, the material that engaged embracing it is the best way to go about this today”
the students the most was the kind they found most Learning a new language opens up a new world for
effective in teaching English. Assignments that students, technology makes it possible for us to
engaged student’s life, plaque cards, illustrations, access, visualize and experience many aspects of
charts were some of the popular tools used by the the new world ourselves. All teachers were very
sample. They also found small group exercises to be receptive towards technology and believed it was
very successful in not just engaging them but also in

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the way forward in today’s world and could help the responses to this are discouraging. Those that report
students and the teachers quite significantly. anxiety would have a better time of it if they were
One common activity recommended by most of the allowed to practice within a controlled and safe
teachers was to provide access to English environment. This ensures that when they go out
entertainment to the students. The teachers who into the real world and use the skills they learn in
gave out this recommendation regularly invested in classrooms; they will end up in getting more
valuable resources such as buying DVDS with confident in their own abilities thus experiencing an
English movies and distributing them among the amalgamation of extrinsic and intrinsic motivation.
students. Half the teachers would hold discussion Although this study projects a positive correlation
circles. The students were given the options of between the two types of motivation, reviewed
several movies that were selected based on their literature displays findings that seem to suggest the
collective interests. They were asked to watch the prevalence of extrinsic motivation instead of
movie and return to the classroom where they intrinsic motivation. In this case, the way we teach
would then spend time discussing the movie in students, not just in schools and programs that focus
English and examine various accents and on learning languages, but in all other programs,
pronunciations. They also reported that as the have to be different than what is occurring. Perhaps,
students discovered new genres, they would learn if students were taught to accept challenges more
different slang and pick up pop culture references often, they would prefer to think of learning a new
that are not taught in formal classroom language as an achievement rather than a chore.
environments. They believed this made the students
feel more integrated with their English-speaking REFERENCES
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