MOTIVATION: DOES IT MAKE LANGUAGE LEARNING MORE EFFECTIVE?

Abstract

Proficiency in foreign languages is an indispensable skill for those living in the 21st century, as it enables individuals to engage in global communication, access diverse cultures, and adapt to an increasingly interconnected world. In today’s Ukraine, English is in great demand. However, despite the awareness of the importance of foreign languages for modern citizenship, the boom in learning English, and particular successes achieved, Ukrainian university students’ proficiency in English leaves much to be desired. To change the situation for the better, language teachers are looking for hidden reserves and resources to make their teaching and, thus, learning more effective. One of them is student motivation to learn languages. In the present article, the authors analyze motivation, its types and kinds, reflect on their experience of teaching English at Ukrainian universities, and focus on factors that boost student motivation. In order to understand what motivates their students and how well they, teachers, are informed about their students’ motivation factors to study foreign languages, an instrument was created and employed – a Questionnaire for students. The Questionnaire examines the factors that influence student motivation as well as the problems and difficulties that students face and experience in the process of learning. The Questionnaire and its results help reflect on and assess teaching, see what teachers may be proud of and what should be changed and improved, as well as what measures to be taken to raise student motivation. By reflecting on the results of the Questionnaire, insights into teaching practices can be gained, allowing for the identification of successful strategies and areas requiring improvement. This reflection informs targeted actions to enhance student motivation and create a more engaging and supportive learning environment.