An Investigation of the Motivational Dynamics of Preparatory School Students Learning English as a Foreign Language
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Abstract
Motivation for foreign language learning is considered one of the most influential factors in students' participation in their learning process and academic success. Motivation plays a critical role, particularly for students enrolled in university preparatory programs, due to the intensive and demanding nature of the educational process. However, the literature reveals only a limited number of studies that comprehensively examine the motivational dynamics of preparatory school students. Therefore, this study aims to examine the motivational dynamics of students who are enrolled in university English preparatory programs and the factors that increase or decrease their motivation. The research was conducted using a mixed-methods design. In the quantitative phase, a Likert-type questionnaire was administered to 219 students, while in the qualitative phase, semi-structured focus group interviews were conducted with 50 students. Quantitative data were analysed using descriptive statistics, while qualitative data were examined using thematic analysis. The findings revealed that the vast majority of students had a strong motivation to learn English and considered it important, particularly in terms of career opportunities, international communication, and personal development. However, intensive course programs, exam pressures, and language learning difficulties were identified as the main factors that negatively affect motivation. The results obtained indicate that creating more interactive and student-centred learning environments in preparatory programs could positively support students' motivation and language learning processes.
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