The Factors affecting english learning motivation among science faculty students

Abstract

Motivation plays a crucial role in successful foreign language learning, yet research specifically exploring English learning motivation among science and technology students in Indonesian higher education remains limited. This study aims to identify and analyze the internal and external factors affecting English learning motivation among science and technology students at a private University in west Kalimantan, and to determine the dominant factors that most significantly influence motivation across three study programs: Agribusiness, Logistics Engineering, and Information Systems. A qualitative descriptive methodology will be employed, utilizing semi-structured interviews, direct observation, and documentation techniques. Three students from the 2024 cohort, representing each study program, selected through purposive sampling. Data analysis follows Miles and Huberman's interactive model, incorporating data reduction, presentation, and conclusion drawing. The result shows that instrumental orientation specific to the field of study is the dominant factor that most significantly influences motivation to learn English in the three study programs (Agribusiness, Logistics Engineering, and Information Systems). Internal factors include a strong instrumental orientation, varying levels of self-efficacy, and previous learning experiences. External factors include lecturer quality and teaching methods, technology-based learning environment, and social-academic support. Information Systems students showed the highest level of motivation, followed by Logistics Engineering and Agribusiness. The research anticipates identifying specific motivational patterns unique to science and technology students, revealing how internal factors (attitudes, self-efficacy, personal interests) and external factors (teaching quality, learning environment, social support) influence their English learning motivation. This study contributes to developing more effective, tailored English teaching strategies for science and technology students, ultimately improving their global competitiveness and professional readiness.