Abstract:
The article is focused on the opportunities and issues related to
enhancing the motivation of higher education students to learn a foreign language
through online instruction. Based on the examination of both theoretical references and
empirical evidence, it has been concluded that fostering educational and cognitive
motivation is an important goal of the educational process. When a teacher successfully
maintains students' interest in learning a foreign language, motivation serves as both a
tool for instruction and an instrument for personal growth and development.
The author's primary focus has been on identifying the factors that lead to a
decline in motivation to learn a foreign language when students enter higher
education institutions. Additionally, the author explores strategies aimed at fostering
positive motivation for learning English in an online setting.
At the beginning of their English language studies, students tend to be
primarily motivated by external factors. However, as they progress in their learning
journey, intrinsic motivation starts to emerge. This occurs as students establish
specific goals and develop a personal interest in learning the language, driving their
motivation from within.
Motivation in students arises when they possess a personal interest in the
subject matter, the capability to successfully complete a task, and receive a valued
outcome. This implies that their goals and needs play a crucial role in shaping their
motivation levels. When a student exhibits educational and cognitive motivation, it
becomes essential for the teacher to nurture and strengthen the student's cognitive
motives.
