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International Journal of Pedagogics

Peer Reviewed | Open Access | E-ISSN: 2771-2281
Published Article

UNDERSTANDING INTRINSIC MOTIVATION IN AMERICAN HIGH SCHOOL LANGUAGE LEARNERS

UNDERSTANDING INTRINSIC MOTIVATION IN AMERICAN HIGH SCHOOL LANGUAGE LEARNERS

Authors

  • William S. David
    University of Arkansas, USA

Keywords:

Intrinsic motivation high school language learners American students

Abstract

This study, "Understanding Intrinsic Motivation in American High School Language Learners," explores the factors that contribute to intrinsic motivation in the context of language acquisition among high school students in the United States. Intrinsic motivation, characterized by engaging in an activity for its inherent satisfaction rather than external rewards, plays a critical role in the success and persistence of language learning.

The research employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from a diverse sample of high school language learners. The study investigates various elements that influence intrinsic motivation, including personal interests, perceived relevance of the language to students’ future goals, classroom environment, teaching methods, and cultural factors. Key findings indicate that intrinsic motivation is significantly driven by the alignment of language learning activities with students' personal interests and real-world applications. Positive classroom dynamics, supportive teacher-student relationships, and engaging, interactive teaching strategies also contribute to heightened intrinsic motivation.

The results underscore the importance of creating a learning environment that fosters students’ internal drive by incorporating meaningful, student-centered activities and connecting language learning to real-life contexts. The study also highlights the role of teachers in facilitating intrinsic motivation through personalized feedback, encouragement, and creating a supportive and stimulating classroom atmosphere.

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