A STUDY OF LEARNING MOTIVATION ASPECTS IN SPEAKING AMONG EFL PRE-SERVICE TEACHERS
DOI:
https://doi.org/10.31851/d94kv380Keywords:
EFL Pre- Service Teachers, Motivation aspects, Speaking Skill, Language learningAbstract
Speaking proficiency is a crucial professional competency for EFL pre-service teachers, as it reflects their readiness to perform instructional tasks effectively. However, many pre-service teachers encounter difficulties in developing speaking skills, often linked to their motivational orientations. This study examines the levels of intrinsic and extrinsic motivation in speaking and identifies the dominant motivational aspects among seventh-semester English Education students at a private university in Yogyakarta. Using a quantitative descriptive design, data were collected through a 40-item motivation questionnaire and analyzed using descriptive statistics. The findings indicate that both intrinsic and extrinsic motivation were high (mean = 4.08), with intrinsic motivation emerging as more dominant and consistent. It was primarily driven by self-initiation, personal satisfaction, awareness, and positive learning habits. In contrast, extrinsic motivation showed greater variability, influenced by praise, achievement expectations, and a supportive learning environment. Some extrinsic factors, such as rewards and performance-related pressure, were moderate. The study highlights the importance of balancing intrinsic and extrinsic motivation to sustain effective speaking development and provides practical insights for managing motivation in teacher education contexts.
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