Students’ Motivation and Engagement in English Language Learning
DOI:
https://doi.org/10.5281/zenodo.21965894Keywords:
English language learning, student motivation, student engagement, rural learners, qualitative case study, Grade 9 studentsAbstract
Motivation and engagement are essential to successful English language learning, as they drive students’ desire to learn and their active participation in the process. This qualitative exploratory case study examined how motivation and engagement manifest among Grade 9 students at Marintoc National High School, using semi-structured interviews with purposively selected participants. Findings show that students’ motivation stems from a mix of classroom experiences, social interactions, and personal aspirations, though emotional and cognitive barriers often hinder their engagements. Classroom motivation improves when teachers offer praise, constructive feedback, and consistent encouragement, building students’ confidence and sense of achievement. Learning is further reinforced by socio-cultural and environmental influences both inside and outside the classroom. Students also recommend incorporating play-based strategies – such as games, competitions, and storytelling – to make lessons more enjoyable and reduce anxiety. Based on these findings, the study recommends that teachers sustain consistent praise, feedback, and encouragement; that schools promote structured peer collaboration through group work, paired reading, and peer-led exercises; and that teachers adapt lesson pacing and complexity to learners’ readiness levels.
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