ONLINE ENVIRONMENT: THE CHALLENGES OF MOTIVATING STUDENTS TO LEARN A FOREIGN LANGUAGE

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.