Factors that motivate students to learn english: a comparison between private and public school settings

Abstract

This descriptive research investigates motivational factors influencing English language learning in public and private high schools in Cuenca, Ecuador. Drawing on Dörnyei's (2001) framework, which outlines four main dimensions of motivational teaching practices, this study compares the strategies employed by English teachers in these two educational contexts. Employing a mixed-methods approach, qualitative and quantitative data were collected and analyzed to gain insights into students' perceptions regarding motivation. The study included participants from two private schools and one public school, comprising 61 senior high school students. Results revealed differences in confidence, learning environment, recognition and reflection on the importance of English learning, utilization of didactic materials, teachers' support toward student autonomy, and guidance for independent learning outside the classroom. The findings underscore the importance of fostering student motivation in the English learning process and highlight the significance of English proficiency in real-life contexts. Recommendations include encouraging students' engagement, emphasizing the practical importance of English, incorporating visual and didactic materials, promoting autonomous learning, and providing support for teachers in public school settings.