Exploring ESL Learners’ Motivation through Self-Determination Theory in an International School Setting

Abstract

Motivation plays a crucial role in English as a Second Language (ESL) learning, particularly in international school contexts where learners are exposed to diverse linguistic, cultural, and academic demands. This qualitative study examines ESL learners’ motivation in an international school setting through the framework of Self-Determination Theory, focusing on how the psychological needs of autonomy, competence, and relatedness influence their motivation, and how classroom practices and the school environment facilitate or constrain their engagement. Semi-structured interviews were conducted with seven lower secondary students in an international school. The data were analysed thematically using a systematic coding process supported by qualitative analysis software. The analysis focused on identifying patterns related to students’ motivational orientations, psychological needs, and classroom experiences. The findings indicate that students’ motivation was predominantly intrinsic, driven by enjoyment, communication, and personal growth. Extrinsic factors, such as academic achievement and future goals, were also present. Among the three psychological needs, competence emerged as the most influential, as teacher feedback, progress recognition, and clear guidance strengthened students’ confidence and participation. Autonomy-supported motivation when learning choices were structured, whereas excessive or unclear freedom led to confusion and reduced engagement. Relatedness showed mixed effects, with supportive peer and teacher relationships encouraging participation, while negative peer dynamics lowered motivation. Classroom practices and the school environment played a significant role in shaping motivation. Interactive, creative, and visually supported activities promoted engagement, whereas repetitive tasks, limited instructional support, disruptive peers, and academic pressure hindered motivation. Overall, the findings suggest that ESL learners’ motivation is dynamic, highlighting the importance of supportive classroom practices and learning environments in sustaining motivation in international school ESL contexts.