A comparative study of motivation and attitudes towards learning among students studying English as an elective and a compulsory subject

Abstract

The role of motivation and attitudes in language learning is pivotal to students’ success, yet the distinction between elective and compulsory learning contexts remains underexplored, particularly in non-English-speaking countries. This study compares motivation and attitudes among Ukrainian university students studying English as an elective (n = 100) versus a compulsory subject (n = 100), employing a mixed-methods approach. Quantitative data from a 30-item survey, adapted from Gardner’s Attitude/Motivation Test Battery, and qualitative insights from semi structured interviews reveal significant differences [3]. Elective learners exhibit higher intrinsic motivation (M = 4.56 vs. 3.21, p < 0.01), driven by personal interest, cultural curiosity, and self-directed learning, alongside more positive attitudes (M =4.78 vs. 3.89, p < 0.01). Compulsory learners prioritize extrinsic motivators, such as academic requirements and career prospects (M = 4.12 vs. 3.45, p < 0.05), often experiencing stress and disengagement. Qualitative findings highlight elective students’ enjoyment of autonomy and supplementary resources (e.g., digital tools), while compulsory learners face anxiety due to exam pressures and limited immersive opportunities. Contextual factors in Ukraine, including urban-rural disparities in resource access and the growing societal emphasis on English as a gateway to global opportunities, further shape these dynamics. The study underscores the need for tailored pedagogical strategies: elective courses benefit from fostering autonomy and cultural engagement, whereas compulsory courses require interventions to cultivate intrinsic motivation through culturally relevant content, collaborative learning, and equitable resource distribution. By addressing these challenges, educators and policymakers can enhance language education’s effectiveness, aligning methodologies with learners’ motivational profiles. This research contributes to global discourse on language education by emphasizing context-specific approaches in non-English-speaking settings, offering actionable insights to bridge motivational gaps and promote inclusive, engaging learning environments.