Vol. 12/ Núm. 1 2025 pág. 1363
https://doi.org/10.69639/arandu.v12i1.681
Pre-service Teachers’ Beliefs about the Role of Motivation in
Language Learning
Creencias de los profesores sobre el papel de la motivación en el aprendizaje de
idiomas
Scarlett Sophia Jiménez Fajardo
scarphia9@gmail.com
https://orcid.org/0009-0003-6433-6689
Universidad Técnica Estatal de Quevedo
Ecuador - Quevedo
Jardel Coutinho dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo
Ecuador – Quevedo
Artículo recibido: 10 enero 2025 - Aceptado para publicación: 20 febrero 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
This study examines pre-service teachers’ beliefs about motivation in learning English as a
foreign language. A mixed-method approach was used to collect data through surveys, interviews,
visual narratives, and classroom observations at a public university in Ecuador. Findings reveal
that both intrinsic and extrinsic motivation significantly impact the learning process. Intrinsic
motivation, driven by personal interest and satisfaction, fosters student autonomy and
engagement, encouraging students to take responsibility for their learning. On the other hand,
extrinsic factors, such as career opportunities, academic success, and external recognition,
reinforce commitment and perseverance. Additionally, pre-service teachers acknowledge their
key role in stimulating motivation through interactive strategies, positive feedback, and
technology integration. They also recognize the need to create an inclusive and supportive
learning environment that fosters students’ confidence and reduces anxiety. This study highlights
the importance of motivation in English language teaching and suggests that teacher education
programs should provide effective tools to enhance motivation and engagement in the classroom.
Keywords: pre-service teachers, beliefs, motivation
RESUMEN
Este estudio analiza las creencias de los profesores en formación sobre el papel de la motivación
en el aprendizaje del inglés como lengua extranjera. Se utilizó un enfoque de método mixto para
recopilar datos a través de encuestas, entrevistas, narrativas visuales y observaciones en el aula
Vol. 12/ Núm. 1 2025 pág. 1364
en una universidad pública en Ecuador. Los hallazgos indican que tanto la motivación intrínseca
como la extrínseca influyen significativamente en el proceso de aprendizaje. La motivación
intrínseca, impulsada por el interés y la satisfacción personal, fomenta la autonomía del
estudiante, mientras que los factores extrínsecos, como las oportunidades laborales y el éxito
académico, refuerzan el compromiso. Además, los profesores en formación reconocen su papel
clave en la estimulación de la motivación mediante estrategias interactivas, retroalimentación
positiva e integración tecnológica. Este estudio resalta la importancia de la motivación en la
enseñanza del inglés y sugiere que los programas de formación docente deben proporcionar
herramientas efectivas para fomentar la motivación en el aula.
Palabras clave: docentes en formación, creencias, motivación
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
en una universidad pública en Ecuador. Los hallazgos indican que tanto la motivación intrínseca
como la extrínseca influyen significativamente en el proceso de aprendizaje. La motivación
intrínseca, impulsada por el interés y la satisfacción personal, fomenta la autonomía del
estudiante, mientras que los factores extrínsecos, como las oportunidades laborales y el éxito
académico, refuerzan el compromiso. Además, los profesores en formación reconocen su papel
clave en la estimulación de la motivación mediante estrategias interactivas, retroalimentación
positiva e integración tecnológica. Este estudio resalta la importancia de la motivación en la
enseñanza del inglés y sugiere que los programas de formación docente deben proporcionar
herramientas efectivas para fomentar la motivación en el aula.
Palabras clave: docentes en formación, creencias, motivación
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 1 2025 pág. 1365
INTRODUCTION
Some studies consider beliefs acquiring a new foreign language is a complex process that
involves not only mastering grammar and vocabulary but also development skills, learning
strategies, communication, oracy skills, literacy skills, pedagogical knowledge, content
knowledge, language proficiency, curriculum knowledge, assessment knowledge, TEFL TYL
knowledge (Teaching young learners), Cultural learning, semantics and pragmatics knowledge,
phonetics and phonology knowledge, etc. This research aims to identify pre-service teachers'
beliefs about the role of motivation in language learning.
According to the Ecuadorian EFL curriculum (2016), not all students have Spanish as their
first language (L1), since Ecuador is a bilingual country with different ethnic and cultural
backgrounds, consequently this makes English within schools and universities a language of
learning that recognizes authentic, culturally relevant production and practices to facilitate the
educational inclusion of students regardless of their L1 level. Within universities, students who
are pre-service teachers are a guide that facilitates cultural professionalism. This also refers and
to indicates that on the motivation side, students are familiar with the importance of identifying
and reflecting on their beliefs.
Beliefs tend to shape pre-service teacher approaches to language teaching and inform and
guide their teaching practices (Richards & Rodgers, 2007). In this regard, Jaimes (2013) conveys
that when PSTs are in the classroom reality, they first seek to confirm and validate their teaching
beliefs. Gradually, when they find proper conditions, they begin to use their growing knowledge
to modify, adapt, and reconstruct their beliefs. (Pusparini et al., 2021) It is essential to understand
language learners’ beliefs for two reasons: first, these beliefs may influence language learners’
expectations. Second, these beliefs can be more easily changed compared with attitude and
motivation. (Nikitina & Furuoka, 2006)
Motivation, from the Latin motivus (relative to movement), is that which moves or has
effectiveness or virtue to move; in this sense, it is the motor of human behavior. Interest in an
activity is "aroused" by a need, which is a mechanism that incites the person to action, and which
may be of physiological or psychological origin. (Carrillo et al., 2009) Motivation is the most
important language learning where the people can get the majority development in whatever
section of teaching-learning, among other ambits. As Carrillo (2009, page 21) said: 'it is an
activity that is awakened by a need' which is a factor that should always be in motion for pre-
service teachers, it is considered a necessity since from different perspectives the teaching of a
new language is a personal activity in which PST put their acquired knowledge into practice,
Beliefs and contributions to more effective classroom teaching.
An important aspect of the influence of motivation in language learning is defined as an
impulse to take real action to achieve specific objectives in whatever specialty. Motivation
INTRODUCTION
Some studies consider beliefs acquiring a new foreign language is a complex process that
involves not only mastering grammar and vocabulary but also development skills, learning
strategies, communication, oracy skills, literacy skills, pedagogical knowledge, content
knowledge, language proficiency, curriculum knowledge, assessment knowledge, TEFL TYL
knowledge (Teaching young learners), Cultural learning, semantics and pragmatics knowledge,
phonetics and phonology knowledge, etc. This research aims to identify pre-service teachers'
beliefs about the role of motivation in language learning.
According to the Ecuadorian EFL curriculum (2016), not all students have Spanish as their
first language (L1), since Ecuador is a bilingual country with different ethnic and cultural
backgrounds, consequently this makes English within schools and universities a language of
learning that recognizes authentic, culturally relevant production and practices to facilitate the
educational inclusion of students regardless of their L1 level. Within universities, students who
are pre-service teachers are a guide that facilitates cultural professionalism. This also refers and
to indicates that on the motivation side, students are familiar with the importance of identifying
and reflecting on their beliefs.
Beliefs tend to shape pre-service teacher approaches to language teaching and inform and
guide their teaching practices (Richards & Rodgers, 2007). In this regard, Jaimes (2013) conveys
that when PSTs are in the classroom reality, they first seek to confirm and validate their teaching
beliefs. Gradually, when they find proper conditions, they begin to use their growing knowledge
to modify, adapt, and reconstruct their beliefs. (Pusparini et al., 2021) It is essential to understand
language learners’ beliefs for two reasons: first, these beliefs may influence language learners’
expectations. Second, these beliefs can be more easily changed compared with attitude and
motivation. (Nikitina & Furuoka, 2006)
Motivation, from the Latin motivus (relative to movement), is that which moves or has
effectiveness or virtue to move; in this sense, it is the motor of human behavior. Interest in an
activity is "aroused" by a need, which is a mechanism that incites the person to action, and which
may be of physiological or psychological origin. (Carrillo et al., 2009) Motivation is the most
important language learning where the people can get the majority development in whatever
section of teaching-learning, among other ambits. As Carrillo (2009, page 21) said: 'it is an
activity that is awakened by a need' which is a factor that should always be in motion for pre-
service teachers, it is considered a necessity since from different perspectives the teaching of a
new language is a personal activity in which PST put their acquired knowledge into practice,
Beliefs and contributions to more effective classroom teaching.
An important aspect of the influence of motivation in language learning is defined as an
impulse to take real action to achieve specific objectives in whatever specialty. Motivation
Vol. 12/ Núm. 1 2025 pág. 1366
directly affects performance and helps knowledge to be acquired more easily and quickly. ‘The
interest in learning foreign language (FL) file in emotional involvement with the language
community and direct interest in the language.’ (Ortega-Auquilla et al., 2020) Therefore, this
attitude towards learning contributes to the overall motivation, which leads to the individual’s
success or failure in learning.
For this reason, the question that guides this study is: What are the beliefs of EFL teachers
about the role of motivation? This research aims to identify pre-service teachers’ beliefs about the
role of motivation in language learning.
Literature Review
Beliefs
Beliefs about language learning belong in the domain of affective variables, such as
attitudes, motivation, and anxiety. Richardson (1996, p. 103) defines beliefs as “psychologically
held understandings, premises, or propositions about the world that are felt to be true”. Assessing
beliefs that language learners bring to the language classroom is important for both language
instructors and curriculum designers because “beliefs are predispositions to action” (Rokeach,
1968, p. 113). Teacher beliefs, therefore, are significant in conducting teacher education design.
Help students cultivate their thought processes and methods. Education is an intrinsic
growth process, deeply personal. It is natural for individual educators to approach teaching with
different beliefs and assumptions about what defines successful instruction. Varying in the
meaning of beliefs and motivation of students of English as a Foreign Language (EFL) The
motivation of students is based on knowledge of languages and understanding their own emotions,
as the learning process is usually based on a combination of two essential aspects that define each
learner in this process. Intrinsic motivation: Enjoyment of the learning process and personal
satisfaction are essential for effective language learning. Extrinsic motivation: Many students
consider external rewards, such as good qualifications, recognition, or future career benefits, to
be important in maintaining motivation in language learning. Also, recognize the importance of
clear objectives in language acquisition, autonomy and responsibility, teacher influence, and
emotional and psychological factors. About beliefs, Jaimes (2012) conveys that when “PSTs are
in the classroom reality, they first seek to confirm and validate their teaching beliefs. Gradually,
when they find proper conditions, they begin to use their growing knowledge to modify, adapt,
and reconstruct their beliefs.”
Motivation
Motivation can be defined as the driving force or behavior influenced by emotional factors
such as desire or need, which leads the individual towards the goal. It involves the biological,
emotional, social, and cognitive forces that activate behavior. Motivation is closely related to
emotions, as it indicates the willingness of an organism to act both physically and mentally with
directly affects performance and helps knowledge to be acquired more easily and quickly. ‘The
interest in learning foreign language (FL) file in emotional involvement with the language
community and direct interest in the language.’ (Ortega-Auquilla et al., 2020) Therefore, this
attitude towards learning contributes to the overall motivation, which leads to the individual’s
success or failure in learning.
For this reason, the question that guides this study is: What are the beliefs of EFL teachers
about the role of motivation? This research aims to identify pre-service teachers’ beliefs about the
role of motivation in language learning.
Literature Review
Beliefs
Beliefs about language learning belong in the domain of affective variables, such as
attitudes, motivation, and anxiety. Richardson (1996, p. 103) defines beliefs as “psychologically
held understandings, premises, or propositions about the world that are felt to be true”. Assessing
beliefs that language learners bring to the language classroom is important for both language
instructors and curriculum designers because “beliefs are predispositions to action” (Rokeach,
1968, p. 113). Teacher beliefs, therefore, are significant in conducting teacher education design.
Help students cultivate their thought processes and methods. Education is an intrinsic
growth process, deeply personal. It is natural for individual educators to approach teaching with
different beliefs and assumptions about what defines successful instruction. Varying in the
meaning of beliefs and motivation of students of English as a Foreign Language (EFL) The
motivation of students is based on knowledge of languages and understanding their own emotions,
as the learning process is usually based on a combination of two essential aspects that define each
learner in this process. Intrinsic motivation: Enjoyment of the learning process and personal
satisfaction are essential for effective language learning. Extrinsic motivation: Many students
consider external rewards, such as good qualifications, recognition, or future career benefits, to
be important in maintaining motivation in language learning. Also, recognize the importance of
clear objectives in language acquisition, autonomy and responsibility, teacher influence, and
emotional and psychological factors. About beliefs, Jaimes (2012) conveys that when “PSTs are
in the classroom reality, they first seek to confirm and validate their teaching beliefs. Gradually,
when they find proper conditions, they begin to use their growing knowledge to modify, adapt,
and reconstruct their beliefs.”
Motivation
Motivation can be defined as the driving force or behavior influenced by emotional factors
such as desire or need, which leads the individual towards the goal. It involves the biological,
emotional, social, and cognitive forces that activate behavior. Motivation is closely related to
emotions, as it indicates the willingness of an organism to act both physically and mentally with
Vol. 12/ Núm. 1 2025 pág. 1367
concentration. This makes emotions serve the brain as a way of assessing whether to engage with
approaching stimuli if they are attractive or avoid them if they are unpleasant.
Focusing on motivation within the classroom, this action interacts with the field of
development in that the pre-service teacher must master as future practical, didactic, and
methodological, motivating the student to give him or her a greater interest than he or she should
have. Motivation serves as the initial spark to start learning a second language (L2), considering
that it emphasizes discipline and flexibility, promotes social interaction with native speakers, and
later becomes the key force that helps to sustain progress during the long and sometimes
challenging learning journey.
Beliefs about motivation
During the last few years of research on pre-service EFL teachers, training has been very
scarce but significant data have been collected in the studies of teachers, studies on their beliefs,
and how their motivation is developed. Teachers’ beliefs, practices, and attitudes are important
for understanding and improving educational processes. They are closely linked to teachers’
strategies for coping with challenges in their daily professional life and to their general well-
being, and they shape students’ learning environments and influence student motivation and
achievement. According to a study conducted by Kennedy (1996), the common pre-service
teachers' beliefs about motivation are that ''Real and effective change in teachers' practices can
only occur through a change in their beliefs''. On the other hand, Brown and McGannon (1998)
identified other beliefs as helping students to reflect on their beliefs in a teacher training program
that influences what they learn and how they do so. (Tercanlioglu, 2005)
These studies have permitted understanding the importance of identifying motivation as a
holistic approach that combines change in beliefs and motivation as key tools for personal
development. According to Kenny (1996), it is the real changes in teaching practices that make
them believe, and this is essential for pre-service EFL teachers to adopt more effective
methodologies aligned with students' needs. Brown and McGannon (1998) also highlighted the
importance of allowing teachers to analyze their beliefs, which directly disrupts how they learn
and apply their acquired knowledge. Therefore, both critical perspectives of the teacher training
program promote the construction of a solid and effective identity, focusing on implementing
inclusive and effective education.
METHODOLOGY
Method
This research used a mixed-method approach, combining qualitative and quantitative
research methodologies to provide a comprehensive understanding. In the quantitative phase, a
survey was conducted of a large sample of EFL teachers working before they take up their duties
to collect numerical data on their beliefs about motivation in language learning. In the qualitative
concentration. This makes emotions serve the brain as a way of assessing whether to engage with
approaching stimuli if they are attractive or avoid them if they are unpleasant.
Focusing on motivation within the classroom, this action interacts with the field of
development in that the pre-service teacher must master as future practical, didactic, and
methodological, motivating the student to give him or her a greater interest than he or she should
have. Motivation serves as the initial spark to start learning a second language (L2), considering
that it emphasizes discipline and flexibility, promotes social interaction with native speakers, and
later becomes the key force that helps to sustain progress during the long and sometimes
challenging learning journey.
Beliefs about motivation
During the last few years of research on pre-service EFL teachers, training has been very
scarce but significant data have been collected in the studies of teachers, studies on their beliefs,
and how their motivation is developed. Teachers’ beliefs, practices, and attitudes are important
for understanding and improving educational processes. They are closely linked to teachers’
strategies for coping with challenges in their daily professional life and to their general well-
being, and they shape students’ learning environments and influence student motivation and
achievement. According to a study conducted by Kennedy (1996), the common pre-service
teachers' beliefs about motivation are that ''Real and effective change in teachers' practices can
only occur through a change in their beliefs''. On the other hand, Brown and McGannon (1998)
identified other beliefs as helping students to reflect on their beliefs in a teacher training program
that influences what they learn and how they do so. (Tercanlioglu, 2005)
These studies have permitted understanding the importance of identifying motivation as a
holistic approach that combines change in beliefs and motivation as key tools for personal
development. According to Kenny (1996), it is the real changes in teaching practices that make
them believe, and this is essential for pre-service EFL teachers to adopt more effective
methodologies aligned with students' needs. Brown and McGannon (1998) also highlighted the
importance of allowing teachers to analyze their beliefs, which directly disrupts how they learn
and apply their acquired knowledge. Therefore, both critical perspectives of the teacher training
program promote the construction of a solid and effective identity, focusing on implementing
inclusive and effective education.
METHODOLOGY
Method
This research used a mixed-method approach, combining qualitative and quantitative
research methodologies to provide a comprehensive understanding. In the quantitative phase, a
survey was conducted of a large sample of EFL teachers working before they take up their duties
to collect numerical data on their beliefs about motivation in language learning. In the qualitative
Vol. 12/ Núm. 1 2025 pág. 1368
phase, in-depth interviews, observations, and visual narratives were focus group discussions and
conducted with a smaller, selected group of EFL teachers who will serve.
Context and Participants
This study was carried out in a public university in Los Rios province, Ecuador, with
students of National and Foreign Language Pedagogy Careers. It was selected as the 5th-semester
course where students begin to carry out their practicum as EFL teachers. One course was invited
to participate in the quantitative phase, the course consists of 29 students, 21 females and 8 males.
During the qualitative part, five students were chosen randomly to represent the whole sample.
The broad qualitative phase was based on making observations of the 5 students, reflecting the
variety of strategies in their learning-teaching process, to be practiced by their pre-service EFL
teachers. Among these five participants, eight were males and 21 were females. Their ages range
from 20 to 24 years old.
Data Collection Instruments
Survey
The survey employed a four-point Likert scale, consisting of 20 questions divided into
four categories: Intrinsic motivation, extrinsic motivation, attitude towards language learning, and
self-efficacy and confidence. This process format encourages the comprehensive quantitative data
analysis of the factors that involve their motivation in language learning. The categorization of
questions into intrinsic and extrinsic motivation, attitudes, and self-efficacy was validated through
a pilot study, ensuring that constructs were distinguished and effectively measured to 29 students.
Interview
An interview was conducted in Spanish with all participants on December 28th, 2024,
via the Google Meet platform. It lasted around 3 to 10 minutes. After the interview, it was
transcribed, translated into English, and reviewed. Interviews deal with thinking and talking,
which are later transformed into texts (Alsaawi, 2014). Initially, the interviews were read to obtain
an overview of the responses. The researcher then proceeded to categorize the most frequently
expressed opinions based on the beliefs, strategies, and opinions applied within the context of the
research.
Visual Narrative
Visual narrative is a brand-new data collection instrument used in Applied Linguistics.
According to Cohn (2020), it is a type of sequential image, often drawn, which conveys a
continuous event sequence, typically to tell a story. As in comics and picture stories, we address
their fluency in cross-cultural and developmental. The implications of these findings are
examined, with particular emphasis on the need to recognize and understand visual narratives
fundamentally. For this study, the author asked the participants to portray what motivates them in
class. This drawing must be accompanied by a small explanation. Each participant had one week
to draw.
phase, in-depth interviews, observations, and visual narratives were focus group discussions and
conducted with a smaller, selected group of EFL teachers who will serve.
Context and Participants
This study was carried out in a public university in Los Rios province, Ecuador, with
students of National and Foreign Language Pedagogy Careers. It was selected as the 5th-semester
course where students begin to carry out their practicum as EFL teachers. One course was invited
to participate in the quantitative phase, the course consists of 29 students, 21 females and 8 males.
During the qualitative part, five students were chosen randomly to represent the whole sample.
The broad qualitative phase was based on making observations of the 5 students, reflecting the
variety of strategies in their learning-teaching process, to be practiced by their pre-service EFL
teachers. Among these five participants, eight were males and 21 were females. Their ages range
from 20 to 24 years old.
Data Collection Instruments
Survey
The survey employed a four-point Likert scale, consisting of 20 questions divided into
four categories: Intrinsic motivation, extrinsic motivation, attitude towards language learning, and
self-efficacy and confidence. This process format encourages the comprehensive quantitative data
analysis of the factors that involve their motivation in language learning. The categorization of
questions into intrinsic and extrinsic motivation, attitudes, and self-efficacy was validated through
a pilot study, ensuring that constructs were distinguished and effectively measured to 29 students.
Interview
An interview was conducted in Spanish with all participants on December 28th, 2024,
via the Google Meet platform. It lasted around 3 to 10 minutes. After the interview, it was
transcribed, translated into English, and reviewed. Interviews deal with thinking and talking,
which are later transformed into texts (Alsaawi, 2014). Initially, the interviews were read to obtain
an overview of the responses. The researcher then proceeded to categorize the most frequently
expressed opinions based on the beliefs, strategies, and opinions applied within the context of the
research.
Visual Narrative
Visual narrative is a brand-new data collection instrument used in Applied Linguistics.
According to Cohn (2020), it is a type of sequential image, often drawn, which conveys a
continuous event sequence, typically to tell a story. As in comics and picture stories, we address
their fluency in cross-cultural and developmental. The implications of these findings are
examined, with particular emphasis on the need to recognize and understand visual narratives
fundamentally. For this study, the author asked the participants to portray what motivates them in
class. This drawing must be accompanied by a small explanation. Each participant had one week
to draw.
Vol. 12/ Núm. 1 2025 pág. 1369
Classroom Observation
Observations were carried out over 2 weeks to monitor 5 individuals, are regarded as an
analytical method with a degree of flexibility, and are based on capturing what the observer
believes are the most relevant aspects of observed events. (Salazar Noguera, 2018) A checklist,
along with notes, was used to document their responses and actions.
Data Analysis
Quantitative Data
The quantitative research design analysis was conducted using an online survey
methodology. The Likert scale-based questionnaire was administered through the Google Forms
platform. This program is mostly used by students and researchers from the fields of sociology,
psychology, economics, business studies, medicine, engineering, and other disciplines. (Rahman
& Muktadir, 2021) The teaching of statistics has undergone a significant transformation thanks
to the incorporation of specialized statistical software such as SPSS.
Qualitative Data
The analysis of this study has the grounded theory of broadening our understanding of
current knowledge about motivation to learn among pre-service students since a theoretical
approach can extend an existing theory or discover a new one on motivation in learning.
(Grosskopf, 2009) After the three stages of data analysis during this research, the data was first
transcribed and read while searching for connections, then identified relationships between
categories and made connections to understand and deepen comparisons in how the beliefs of pre-
service students influence their motivation.
Ethical Considerations
Ethical considerations in research include but are not limited to data management,
responsible use of resources, respect for human rights, social responsibility, honesty, integrity,
and dissemination of research results. (Jayawardana et al., 2024) The study was introduced to
potential participants, explaining its objectives and procedures. They received clear information
about their voluntary involvement. Subsequently, all participants signed a consent form,
confirming their understanding and willingness to participate. To ensure privacy, all collected
data remained confidential and was used exclusively for the study, with pseudonyms assigned to
each participant.
RESULTS AND DISCUSSION
Quantitative Data
Considering the objective of this research on the analysis of pre-service EFL teachers
strongly believe in the importance of teacher support and student motivation in language learning.
The responses were measured using a Likert scale consisting of four levels (1 = totally disagree -
4 = strongly agree).
Classroom Observation
Observations were carried out over 2 weeks to monitor 5 individuals, are regarded as an
analytical method with a degree of flexibility, and are based on capturing what the observer
believes are the most relevant aspects of observed events. (Salazar Noguera, 2018) A checklist,
along with notes, was used to document their responses and actions.
Data Analysis
Quantitative Data
The quantitative research design analysis was conducted using an online survey
methodology. The Likert scale-based questionnaire was administered through the Google Forms
platform. This program is mostly used by students and researchers from the fields of sociology,
psychology, economics, business studies, medicine, engineering, and other disciplines. (Rahman
& Muktadir, 2021) The teaching of statistics has undergone a significant transformation thanks
to the incorporation of specialized statistical software such as SPSS.
Qualitative Data
The analysis of this study has the grounded theory of broadening our understanding of
current knowledge about motivation to learn among pre-service students since a theoretical
approach can extend an existing theory or discover a new one on motivation in learning.
(Grosskopf, 2009) After the three stages of data analysis during this research, the data was first
transcribed and read while searching for connections, then identified relationships between
categories and made connections to understand and deepen comparisons in how the beliefs of pre-
service students influence their motivation.
Ethical Considerations
Ethical considerations in research include but are not limited to data management,
responsible use of resources, respect for human rights, social responsibility, honesty, integrity,
and dissemination of research results. (Jayawardana et al., 2024) The study was introduced to
potential participants, explaining its objectives and procedures. They received clear information
about their voluntary involvement. Subsequently, all participants signed a consent form,
confirming their understanding and willingness to participate. To ensure privacy, all collected
data remained confidential and was used exclusively for the study, with pseudonyms assigned to
each participant.
RESULTS AND DISCUSSION
Quantitative Data
Considering the objective of this research on the analysis of pre-service EFL teachers
strongly believe in the importance of teacher support and student motivation in language learning.
The responses were measured using a Likert scale consisting of four levels (1 = totally disagree -
4 = strongly agree).
Vol. 12/ Núm. 1 2025 pág. 1370
Table 1
Intrinsic Motivation
Sección 1: Motivación Intrínseca
Statement 1 2 3 4 Mean Std Dev.
I enjoy learning a new language because it is personally satisfying. 0 0 12 17 7,25 8,62
I feel motivated to learn a language because it allows me to explore new
cultures.
0 0 9 20 7,25 9,50
I learn a language because I genuinely love the process of mastering new
skills.
0 0 13 16 7,25 8,46
I am eager to learn a new language because it gives me a sense of
accomplishment.
0 0 18 11 7,25 8,85
I am motivated to learn a language because I find it intellectually
stimulating.
1 2 16 10 7,25 7,09
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
62,1 % agreed with the statement ‘I am eager to learn a new language because it gives
me a sense of accomplishment.’ Additionally, 58,6% agreed with the statement ‘I like to learn a
new language because it is personally satisfying.’ These findings suggest that a majority of
participants are motivated to learn a new language due to personal fulfilment and a sense of
achievement. Language learners should be properly motivated, as a high level of motivation
makes them learn a foreign language for different purposes in a more effective way (Carrillo et
al., 2009).
Table 2
Extrinsic Motivation.
Sección 2: Motivación Extrínseca
Statement 1 2 3 4 Mean Std
Dev.
I am motivated to learn a language because it will help me find a good job. 0 6 18 5 7,25 6,61
I study a language in order to receive good grades and recognition from my
teachers.
0 3 8 18 7,25 6,83
I learn a language because it is necessary to succeed in my academic or
professional life.
2 9 9 9 7,25 3,03
I feel motivated to learn a language to meet the expectations of my family or
society.
0 7 15 7 7,25 5,31
I am motivated to learn a language because it is a requirement for passing
exams or achieving certifications.
0 6 18 5 7,25 6,61
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
A significant percentage (65.5%) agreed with the statement, ‘It motivates me to learn a
language because it will help me find a good job.’ Additionally, 62.1% agreed with the statements
related to academic and professional success. Specifically, participants in total agreement stated,
‘I learn a language because it is necessary to succeed in my academic or professional life,’ while
those in agreement noted, ‘I study a language to receive good marks and recognition from my
teachers.’ These findings suggest that external factors, such as career opportunities, academic
success, and recognition, play a significant role in motivating individuals to learn a new language.
The study participants showed both instrumental and integrative impulses towards English
Table 1
Intrinsic Motivation
Sección 1: Motivación Intrínseca
Statement 1 2 3 4 Mean Std Dev.
I enjoy learning a new language because it is personally satisfying. 0 0 12 17 7,25 8,62
I feel motivated to learn a language because it allows me to explore new
cultures.
0 0 9 20 7,25 9,50
I learn a language because I genuinely love the process of mastering new
skills.
0 0 13 16 7,25 8,46
I am eager to learn a new language because it gives me a sense of
accomplishment.
0 0 18 11 7,25 8,85
I am motivated to learn a language because I find it intellectually
stimulating.
1 2 16 10 7,25 7,09
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
62,1 % agreed with the statement ‘I am eager to learn a new language because it gives
me a sense of accomplishment.’ Additionally, 58,6% agreed with the statement ‘I like to learn a
new language because it is personally satisfying.’ These findings suggest that a majority of
participants are motivated to learn a new language due to personal fulfilment and a sense of
achievement. Language learners should be properly motivated, as a high level of motivation
makes them learn a foreign language for different purposes in a more effective way (Carrillo et
al., 2009).
Table 2
Extrinsic Motivation.
Sección 2: Motivación Extrínseca
Statement 1 2 3 4 Mean Std
Dev.
I am motivated to learn a language because it will help me find a good job. 0 6 18 5 7,25 6,61
I study a language in order to receive good grades and recognition from my
teachers.
0 3 8 18 7,25 6,83
I learn a language because it is necessary to succeed in my academic or
professional life.
2 9 9 9 7,25 3,03
I feel motivated to learn a language to meet the expectations of my family or
society.
0 7 15 7 7,25 5,31
I am motivated to learn a language because it is a requirement for passing
exams or achieving certifications.
0 6 18 5 7,25 6,61
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
A significant percentage (65.5%) agreed with the statement, ‘It motivates me to learn a
language because it will help me find a good job.’ Additionally, 62.1% agreed with the statements
related to academic and professional success. Specifically, participants in total agreement stated,
‘I learn a language because it is necessary to succeed in my academic or professional life,’ while
those in agreement noted, ‘I study a language to receive good marks and recognition from my
teachers.’ These findings suggest that external factors, such as career opportunities, academic
success, and recognition, play a significant role in motivating individuals to learn a new language.
The study participants showed both instrumental and integrative impulses towards English
Vol. 12/ Núm. 1 2025 pág. 1371
language learning, which overlap and interact in different manifestations within their performance
(Ortega-Auquilla et al., 2020).
Table 3
Attitudes towards language learning
Sección 3: Actitud hacia el aprendizaje de idiomas
Statement 1 2 3 4 Mean Std Dev.
I believe that learning a language is essential for communication in today’s
globalized world. 0 0 13 16 7,25 8,46
I feel that learning a language can enhance my personal development and life
skills. 0 0 12 17 7,25 7,46
I believe that learning a second language is a valuable skill that will benefit
my future. 0 0 8 21 7,25 8,58
I feel that mastering a new language will open many opportunities in life. 0 0 10 19 7,25 7,92
I believe that learning a language is more important than other subjects I
study. 2 14 6 7 7,25 4,32
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
Language learning plays a key role in the personal and professional development of
students, as it enables them to communicate effectively in a globalized world. In this context, it
is essential to understand the attitudes and beliefs that students have about learning a second
language, as these influence their motivation and academic performance.
The third category, shown in Table 3, focuses on beliefs and attitudes toward language
learning, particularly students' perceptions of its importance and usefulness. The results indicate
a high level of confidence and motivation among participants. Specifically, 72.4% of respondents
agreed with the statement, ‘I think that if I stay motivated, I can achieve fluency in the language
I’m learning.’ Additionally, 65.5% agreed with the statement, ‘I believe that mastering a new
language will open up many opportunities in life.’ These findings suggest that learners recognize
the role of persistence and motivation in achieving language proficiency. According to Pusparini
et al. (2021), teachers’ teaching motivation was also essential to consider when it determined the
initiated teaching practices. PSTs believed in direct instruction based on students’ characteristics
and appropriate teaching methods.
Table 4
Self-efficacy and confidence
Sección 4: Autoeficacia y confianza
Statement 1 2 3 4 Mean Std Dev.
I believe that with enough effort, I can successfully learn a new language. 0 0 11 18 7,25 8,85
I feel confident in my ability to improve my language skills with continued
practice. 0 0 11 18 7,25 7,66
I believe that if I stay motivated, I can achieve fluency in the language I’m
learning. 0 0 11 18 7,25 7,66
I am confident that I can overcome difficulties in language learning if I remain
determined. 0 1 15 13 7,25 6,80
I believe that my personal motivation has a strong impact on my success in
language learning. 0 0 12 17 7,25 7,46
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
language learning, which overlap and interact in different manifestations within their performance
(Ortega-Auquilla et al., 2020).
Table 3
Attitudes towards language learning
Sección 3: Actitud hacia el aprendizaje de idiomas
Statement 1 2 3 4 Mean Std Dev.
I believe that learning a language is essential for communication in today’s
globalized world. 0 0 13 16 7,25 8,46
I feel that learning a language can enhance my personal development and life
skills. 0 0 12 17 7,25 7,46
I believe that learning a second language is a valuable skill that will benefit
my future. 0 0 8 21 7,25 8,58
I feel that mastering a new language will open many opportunities in life. 0 0 10 19 7,25 7,92
I believe that learning a language is more important than other subjects I
study. 2 14 6 7 7,25 4,32
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
Language learning plays a key role in the personal and professional development of
students, as it enables them to communicate effectively in a globalized world. In this context, it
is essential to understand the attitudes and beliefs that students have about learning a second
language, as these influence their motivation and academic performance.
The third category, shown in Table 3, focuses on beliefs and attitudes toward language
learning, particularly students' perceptions of its importance and usefulness. The results indicate
a high level of confidence and motivation among participants. Specifically, 72.4% of respondents
agreed with the statement, ‘I think that if I stay motivated, I can achieve fluency in the language
I’m learning.’ Additionally, 65.5% agreed with the statement, ‘I believe that mastering a new
language will open up many opportunities in life.’ These findings suggest that learners recognize
the role of persistence and motivation in achieving language proficiency. According to Pusparini
et al. (2021), teachers’ teaching motivation was also essential to consider when it determined the
initiated teaching practices. PSTs believed in direct instruction based on students’ characteristics
and appropriate teaching methods.
Table 4
Self-efficacy and confidence
Sección 4: Autoeficacia y confianza
Statement 1 2 3 4 Mean Std Dev.
I believe that with enough effort, I can successfully learn a new language. 0 0 11 18 7,25 8,85
I feel confident in my ability to improve my language skills with continued
practice. 0 0 11 18 7,25 7,66
I believe that if I stay motivated, I can achieve fluency in the language I’m
learning. 0 0 11 18 7,25 7,66
I am confident that I can overcome difficulties in language learning if I remain
determined. 0 1 15 13 7,25 6,80
I believe that my personal motivation has a strong impact on my success in
language learning. 0 0 12 17 7,25 7,46
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
Vol. 12/ Núm. 1 2025 pág. 1372
The fourth category, which is reflected in Table 4, focuses on self-efficacy and confidence
in language learning. The results show that students have a strong belief in their ability to succeed
if they remain motivated and make the necessary effort. Specifically, 62.1% of the participants
agreed with the statement: "I think that with enough effort, I can successfully learn a new
language." The same percentage (62.1%) also agrees with statements: "I feel confident in my
ability to improve my language skills with continuous practice" and "I think that if I stay
motivated, I can achieve fluency in the languages I’m learning." These results suggest that
motivation, effort, and confidence play a crucial role in the student's language learning journey.
Qualitative Data
Considering the objective of this research, which is to analyze pre-service EFL teachers,
I strongly believe in the importance of teacher support and student motivation in language
learning. Qualitative research is a methodological strategy for investigating and comprehending
intricate social processes, human behaviors, and experiences. (Ayse Altay & Ismail Hakkı Mirici,
2024) This study, using this qualitative method, relates interviews, observations, and visual
narratives to a more in-depth and detailed explanation.
Beliefs about teachers to foster motivation
Participant 1 Andres stated that the teacher has the power to motivate students in the
learning process. This student said: ‘A good teacher can help in their development throughout the
educational field’ (Interview). In one episode, the teacher played a crucial role in motivating the
students. According to the observation made, it was seen that students are motivated when they
receive positive feedback. In that case after an exposition, Muhammandin & Herda (2024)
mention that positive feedback helps enable students to recognize their strengths and identify
areas for growth. Emphasizing the learning process and effort rather than solely the outcome
fosters deeper engagement with the material. Foreign language (FL) teachers and students may
have very similar or disparate notions of effective teaching, and the intersection of the two sets of
beliefs has ramifications for language learning and the effectiveness of instruction. (Moradi &
Sabeti, 2014). As mentioned before, Brown and McGannon (1998) highlighted the importance of
acknowledging that trainees enter teacher education programs with preconceived beliefs. These
beliefs influence their learning process considerably, emphasizing the need for reflective
practices.
This belief can be confirmed in the visual narrative done by participant 2, Pablo. He draws
representations about teachers to encourage motivation towards their students, accentuation his
comment in the interview he said: ‘Let it be a guide and feel motivated to have as a figure to
follow’(Interview). For this answer, the teacher in image 1 could be represented as if his body
language was open; for all kinds of questions, he feels capable and effective for his students and
they, therefore, feel comfortable.
The fourth category, which is reflected in Table 4, focuses on self-efficacy and confidence
in language learning. The results show that students have a strong belief in their ability to succeed
if they remain motivated and make the necessary effort. Specifically, 62.1% of the participants
agreed with the statement: "I think that with enough effort, I can successfully learn a new
language." The same percentage (62.1%) also agrees with statements: "I feel confident in my
ability to improve my language skills with continuous practice" and "I think that if I stay
motivated, I can achieve fluency in the languages I’m learning." These results suggest that
motivation, effort, and confidence play a crucial role in the student's language learning journey.
Qualitative Data
Considering the objective of this research, which is to analyze pre-service EFL teachers,
I strongly believe in the importance of teacher support and student motivation in language
learning. Qualitative research is a methodological strategy for investigating and comprehending
intricate social processes, human behaviors, and experiences. (Ayse Altay & Ismail Hakkı Mirici,
2024) This study, using this qualitative method, relates interviews, observations, and visual
narratives to a more in-depth and detailed explanation.
Beliefs about teachers to foster motivation
Participant 1 Andres stated that the teacher has the power to motivate students in the
learning process. This student said: ‘A good teacher can help in their development throughout the
educational field’ (Interview). In one episode, the teacher played a crucial role in motivating the
students. According to the observation made, it was seen that students are motivated when they
receive positive feedback. In that case after an exposition, Muhammandin & Herda (2024)
mention that positive feedback helps enable students to recognize their strengths and identify
areas for growth. Emphasizing the learning process and effort rather than solely the outcome
fosters deeper engagement with the material. Foreign language (FL) teachers and students may
have very similar or disparate notions of effective teaching, and the intersection of the two sets of
beliefs has ramifications for language learning and the effectiveness of instruction. (Moradi &
Sabeti, 2014). As mentioned before, Brown and McGannon (1998) highlighted the importance of
acknowledging that trainees enter teacher education programs with preconceived beliefs. These
beliefs influence their learning process considerably, emphasizing the need for reflective
practices.
This belief can be confirmed in the visual narrative done by participant 2, Pablo. He draws
representations about teachers to encourage motivation towards their students, accentuation his
comment in the interview he said: ‘Let it be a guide and feel motivated to have as a figure to
follow’(Interview). For this answer, the teacher in image 1 could be represented as if his body
language was open; for all kinds of questions, he feels capable and effective for his students and
they, therefore, feel comfortable.
Vol. 12/ Núm. 1 2025 pág. 1373
Figure 1
Beliefs about teachers to foster motivation
Based on his illustration, we can say that Pablo believes that the teacher to foster
motivation it is the principal factor that the students get from them, since he considers that the
teacher not only transmits knowledge but also acts as a guide and role model for its students. Their
open body language and willingness to answer questions reflect effective teaching, in which
students feel comfortable and motivated to participate actively in the learning process.
Beliefs about intrinsic motivation
Romeo believes that this learning process should be driven by curiosity and a genuine
desire to understand. This student said: ‘Having clear objectives, you can learn anything, not only
in English, because that is your motivation’(Interview). In many of the episodes of observation,
this student showed that curiosity plays an important role in intrinsic motivation, since in most
classes if he felt dissatisfied with a word, subject or simply something in general that caught his
attention, he asked the teacher but usually found out for himself. According to Ortega-Auquilla
et al. (2020), these beliefs demonstrate a deep intrinsic motivation in our university students. It is
essential to recognize that when someone pursues an objective, whether academic, economic or
social, it is usually driven by internal rather than external factors.
On the other hand, Kim said: 'I am motivated to see my teachers travel.' This belief can
be confirmed by Kim in his visual narrative. His drawing shows that these attractions of the
Anglo-Saxon cultures probably explain why the university students surveyed are interested in
travelling abroad and learning more about those countries and their cultures (Ortega-Auquilla et
al., 2020). Thus, an intrinsic type of motivation.
Figure 1
Beliefs about teachers to foster motivation
Based on his illustration, we can say that Pablo believes that the teacher to foster
motivation it is the principal factor that the students get from them, since he considers that the
teacher not only transmits knowledge but also acts as a guide and role model for its students. Their
open body language and willingness to answer questions reflect effective teaching, in which
students feel comfortable and motivated to participate actively in the learning process.
Beliefs about intrinsic motivation
Romeo believes that this learning process should be driven by curiosity and a genuine
desire to understand. This student said: ‘Having clear objectives, you can learn anything, not only
in English, because that is your motivation’(Interview). In many of the episodes of observation,
this student showed that curiosity plays an important role in intrinsic motivation, since in most
classes if he felt dissatisfied with a word, subject or simply something in general that caught his
attention, he asked the teacher but usually found out for himself. According to Ortega-Auquilla
et al. (2020), these beliefs demonstrate a deep intrinsic motivation in our university students. It is
essential to recognize that when someone pursues an objective, whether academic, economic or
social, it is usually driven by internal rather than external factors.
On the other hand, Kim said: 'I am motivated to see my teachers travel.' This belief can
be confirmed by Kim in his visual narrative. His drawing shows that these attractions of the
Anglo-Saxon cultures probably explain why the university students surveyed are interested in
travelling abroad and learning more about those countries and their cultures (Ortega-Auquilla et
al., 2020). Thus, an intrinsic type of motivation.
Vol. 12/ Núm. 1 2025 pág. 1374
Figure 2
Beliefs about intrinsic motivation
Kim’s intrinsic motivation to learn about Anglo-Saxon cultures is evidenced both in his
statement, "I am motivated to see my teachers travel," and in his accompanying drawing. While
expressing a desire to observe the experiences of his teachers, his visual narrative reveals a deeper
interest in the cultural attractions of the Anglo-Saxon countries. The drawing, which presents her
imagination, suggests that Kim associates travel with opportunities for intellectual and personal
growth within these cultures. This connection means that Kim sees her teachers' travels as a
source of inspiration and knowledge, further fueling her desire to explore these cultures in the
first person. Their intrinsic motivation seems to stem from genuine curiosity and fascination with
the subject rather than from external rewards or pressures.
Beliefs about strategies to foster motivation
Andres believes that some kind of implementation of strategies can foster motivation.
This student mentioned: ‘I like role-play games very much because they interact a lot with the
public, as well as audiovisual materials and interactive materials.’ This involves engaging
students in the learning process through active participation and collaboration. Strategies for
achieving this include group work, project-based training, and problem-solving activities.
(AbdAlgane, 2024) Also, to add technology such as a primary kind of implementation of
strategies, Chen and Chen (2021) found that using technology-enhanced instruction can
significantly improve EFL learners' motivation and engagement.
Kim is doing her practicum and has realized that not all public institutions have a
projector or basic technological tools for daily explanations. As we know, technology has been
and is an important factor in teaching today, especially if you are learning a new language. Kim
said: 'A strategy to implement would be a little more interactive, also include technology, because
it motivates many students with different applications where we could learn in different ways,
much more through video games'.
Figure 2
Beliefs about intrinsic motivation
Kim’s intrinsic motivation to learn about Anglo-Saxon cultures is evidenced both in his
statement, "I am motivated to see my teachers travel," and in his accompanying drawing. While
expressing a desire to observe the experiences of his teachers, his visual narrative reveals a deeper
interest in the cultural attractions of the Anglo-Saxon countries. The drawing, which presents her
imagination, suggests that Kim associates travel with opportunities for intellectual and personal
growth within these cultures. This connection means that Kim sees her teachers' travels as a
source of inspiration and knowledge, further fueling her desire to explore these cultures in the
first person. Their intrinsic motivation seems to stem from genuine curiosity and fascination with
the subject rather than from external rewards or pressures.
Beliefs about strategies to foster motivation
Andres believes that some kind of implementation of strategies can foster motivation.
This student mentioned: ‘I like role-play games very much because they interact a lot with the
public, as well as audiovisual materials and interactive materials.’ This involves engaging
students in the learning process through active participation and collaboration. Strategies for
achieving this include group work, project-based training, and problem-solving activities.
(AbdAlgane, 2024) Also, to add technology such as a primary kind of implementation of
strategies, Chen and Chen (2021) found that using technology-enhanced instruction can
significantly improve EFL learners' motivation and engagement.
Kim is doing her practicum and has realized that not all public institutions have a
projector or basic technological tools for daily explanations. As we know, technology has been
and is an important factor in teaching today, especially if you are learning a new language. Kim
said: 'A strategy to implement would be a little more interactive, also include technology, because
it motivates many students with different applications where we could learn in different ways,
much more through video games'.
Vol. 12/ Núm. 1 2025 pág. 1375
Negative side on the role of motivation
On the other hand, two students have a negative belief about the role of motivation
mentioned: 'If I am focused on something that is not something I can achieve, is something
difficult, or I cannot do this, it will be difficult for me to acquire knowledge of that language and
so it is with any other language or anything else, not just with language learning'. Based on the
information of Carrillo et al. (2009), the brain is geared towards survival. When encountering a
new learning opportunity, a crucial part of the brain assesses its necessity for survival. If deemed
essential, learning proceeds. Conversely, if deemed irrelevant to survival, the brain tends to
disregard the information." This perspective underscores the significance of motivation as a key
driver of new learning.
CONCLUSION
The research aimed to explore the beliefs of EFL teachers about the role of motivation in
language learning. Using a mixed-method approach, the research collected information from
surveys, interviews, visual narratives, and classroom observations. The results show that
motivation is a crucial factor influencing language learning, shaping confidence, commitment and
overall success of students. Intrinsic motivation, such as self-interest and the desire for self-
improvement, was identified as a strong driving force, while extrinsic motivation, including
career opportunities and academic achievement, also played a significant role.
This study reveals that pre-service EFL teachers recognize the critical role of motivation
in language learning. They believe that creating a supportive and encouraging learning
environment, fostering positive student beliefs, and employing engaging teaching strategies are
essential for motivating students and enhancing their language learning experience. The findings
suggest that teacher training programs should emphasize the importance of motivation and
provide pre-service teachers with the knowledge and skills to effectively motivate their students.
The teachers in the pre-service courses acknowledged the impact of their own beliefs and
strategies on motivating students. They stressed the importance of creating attractive and
supportive learning environments through interactive methods such as role-playing games, audio-
visual materials and technological integration. In addition, the influence of the teacher was
highlighted as a key element in maintaining the motivation of the pupils, reinforcing the need for
educators to be aware of their role in forming the attitudes of the pupils and persistence in
language acquisition.
Despite these findings, the study had limitations since beliefs were investigated in four
male participants this limits the generalizability of the results, as the sample size lacked diversity
in terms of gender. Future research should explore gender-based differences in motivation and
investigate specific pedagogical strategies to improve intrinsic and extrinsic motivation in EFL
classrooms. Understanding and addressing motivational factors is essential to ensuring that future
Negative side on the role of motivation
On the other hand, two students have a negative belief about the role of motivation
mentioned: 'If I am focused on something that is not something I can achieve, is something
difficult, or I cannot do this, it will be difficult for me to acquire knowledge of that language and
so it is with any other language or anything else, not just with language learning'. Based on the
information of Carrillo et al. (2009), the brain is geared towards survival. When encountering a
new learning opportunity, a crucial part of the brain assesses its necessity for survival. If deemed
essential, learning proceeds. Conversely, if deemed irrelevant to survival, the brain tends to
disregard the information." This perspective underscores the significance of motivation as a key
driver of new learning.
CONCLUSION
The research aimed to explore the beliefs of EFL teachers about the role of motivation in
language learning. Using a mixed-method approach, the research collected information from
surveys, interviews, visual narratives, and classroom observations. The results show that
motivation is a crucial factor influencing language learning, shaping confidence, commitment and
overall success of students. Intrinsic motivation, such as self-interest and the desire for self-
improvement, was identified as a strong driving force, while extrinsic motivation, including
career opportunities and academic achievement, also played a significant role.
This study reveals that pre-service EFL teachers recognize the critical role of motivation
in language learning. They believe that creating a supportive and encouraging learning
environment, fostering positive student beliefs, and employing engaging teaching strategies are
essential for motivating students and enhancing their language learning experience. The findings
suggest that teacher training programs should emphasize the importance of motivation and
provide pre-service teachers with the knowledge and skills to effectively motivate their students.
The teachers in the pre-service courses acknowledged the impact of their own beliefs and
strategies on motivating students. They stressed the importance of creating attractive and
supportive learning environments through interactive methods such as role-playing games, audio-
visual materials and technological integration. In addition, the influence of the teacher was
highlighted as a key element in maintaining the motivation of the pupils, reinforcing the need for
educators to be aware of their role in forming the attitudes of the pupils and persistence in
language acquisition.
Despite these findings, the study had limitations since beliefs were investigated in four
male participants this limits the generalizability of the results, as the sample size lacked diversity
in terms of gender. Future research should explore gender-based differences in motivation and
investigate specific pedagogical strategies to improve intrinsic and extrinsic motivation in EFL
classrooms. Understanding and addressing motivational factors is essential to ensuring that future
Vol. 12/ Núm. 1 2025 pág. 1376
English teachers develop effective teaching practices that promote a positive learning experience
for their students.
English teachers develop effective teaching practices that promote a positive learning experience
for their students.
Vol. 12/ Núm. 1 2025 pág. 1377
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AbdAlgane, M. (2024). Promoting inclusion and motivation in EFL learning: Strategies for
success. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4804190
Alsaawi, A. (2014). A critical review of qualitative interviews. SSRN Electronic Journal.
https://doi.org/10.2139/ssrn.2819536
Altay, A., & Mirici, I. H. (2024). EFL instructors’ implementations of 21st-century skills in their
classes. International Journal for Housing Science and Its Applications, 48(1), 65-80.
https://housingscience.org/2024%28issue%201%29/20242-06-IJHSA.pdf
Carrillo, M., Padilla, J., Rosero, T., & Villagómez, M. S. (2009). La motivación y el aprendizaje.
Revista de Educación y Sociedad, 4(2), 23-40.
https://www.redalyc.org/pdf/4677/467746249004.pdf
Chen, M., & Chen, C. (2021). The effects of technology-enhanced instruction on EFL students'
motivation, engagement, and learning outcomes. Computer Assisted Language Learning,
34(5-6), 483-508. https://doi.org/10.1080/09588221.2019.1628826
Cohn, N. (2020). Visual narrative comprehension: Universal or not? Psychonomic Bulletin &
Review, 27(2), 266-285. https://doi.org/10.3758/s13423-019-01670-1
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https://doi.org/10.4324/9780203783726
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education students: A grounded theory approach. Journal of Teacher Education
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Castellanos Jaimes, J. (2013). The Role of English Pre-Service Teachers' Beliefs About Teachig
in Teacher Education Programs. Profile Issues in TeachersProfessional
Development, 15(1), 195-206.
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& J. C. Richards (Eds.), Directions in second language teacher education (pp. 107–122).
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of ‘highly effective teaching’. Procedia-Social and Behavioral Sciences, 98, 1204-1213..
https://doi.org/10.1016/j.sbspro.2014.03.535
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50-65.
REFERENCES
AbdAlgane, M. (2024). Promoting inclusion and motivation in EFL learning: Strategies for
success. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4804190
Alsaawi, A. (2014). A critical review of qualitative interviews. SSRN Electronic Journal.
https://doi.org/10.2139/ssrn.2819536
Altay, A., & Mirici, I. H. (2024). EFL instructors’ implementations of 21st-century skills in their
classes. International Journal for Housing Science and Its Applications, 48(1), 65-80.
https://housingscience.org/2024%28issue%201%29/20242-06-IJHSA.pdf
Carrillo, M., Padilla, J., Rosero, T., & Villagómez, M. S. (2009). La motivación y el aprendizaje.
Revista de Educación y Sociedad, 4(2), 23-40.
https://www.redalyc.org/pdf/4677/467746249004.pdf
Chen, M., & Chen, C. (2021). The effects of technology-enhanced instruction on EFL students'
motivation, engagement, and learning outcomes. Computer Assisted Language Learning,
34(5-6), 483-508. https://doi.org/10.1080/09588221.2019.1628826
Cohn, N. (2020). Visual narrative comprehension: Universal or not? Psychonomic Bulletin &
Review, 27(2), 266-285. https://doi.org/10.3758/s13423-019-01670-1
Cohen, A. D., & Dörnyei, Z. (2002). Focus on the language learner: Motivation, styles, and
strategies. An introduction to applied linguistics, 14, 170-190.
https://doi.org/10.4324/9780203783726
Grosskopf, K. (2009). Exploring the complexities of learning motivation in pre-service teacher
education students: A grounded theory approach. Journal of Teacher Education
Research, 12(3), 45-67.
Castellanos Jaimes, J. (2013). The Role of English Pre-Service Teachers' Beliefs About Teachig
in Teacher Education Programs. Profile Issues in TeachersProfessional
Development, 15(1), 195-206.
Jayawardana, N., Kurunarathna, R., & Bandara, K. (2024). The role of ethics in shaping modern
scientific research. Research Methodology Journal, 9(1), 34-50.
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