UNIVERSITY STUDENTS' MOTIVATION TO LEARN FOREIGN LANGUAGES: PSYCHOLOGICAL, SOCIAL AND EDUCATIONAL ASPECTS
DOI:
https://doi.org/10.28925/2412-0774.2026.2.2Keywords:
digital technologies, extrinsic motivation, foreign language learning, interactive teaching methods, intrinsic motivation, learner autonomy, motivation.Abstract
The article examines the theoretical foundations of motivation for learning foreign languages within the framework of modern psychological and pedagogical research. Motivation is defined as a complex system of internal and external factors that determine the activity, focus and effectiveness of students in the learning process. Various scientific approaches to the interpretation of motivation are analyzed, emphasizing its key role in the successful learning of a foreign language. The study outlines two main types of motivation: intrinsic (internal) and extrinsic (external). Internal motivation is defined as the most stable and effective, since it is based on personal interest, satisfaction and self-development. External motivation, although less stable, also plays an important role, in particular in achieving academic or professional goals. The influence of students’ personal characteristics, their self-esteem, emotional state and learning environment on the development of motivation is highlighted. Special attention is paid to reducing language anxiety and the importance of creating a positive and favorable atmosphere in the classroom. Modern pedagogical approaches are also considered, including communicative and interactive teaching methods, individualized learning, and student autonomy. These approaches contribute to the development of communicative competence, critical thinking, and increased engagement in the learning process. The article further explores the role of digital technologies and social networks as significant motivational tools. Online platforms, mobile applications, video games, and social networks provide access to authentic materials and real communication opportunities, increasing student interest and learning effectiveness. At the same time, the need for a balanced use of digital resources is emphasized due to potential problems such as information overload and reduced attention span. It is concluded that the formation of effective motivation in learning a foreign language requires a comprehensive approach that integrates psychological, pedagogical and digital factors aimed at promoting internal motivation.
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