In today’s competitive and open world, the demand to learn English as a second or foreign language is obviously increasing. Language proficiency and communication skills are very crucial conditions in the workplace. This was supported by Lin (2013) who asserts that with ever-increasing globalization, language skills are becoming increasingly important and are highly necessary for those who want to keep pace with the global community.
Furthermore, proficiency in the English language is a means of cultural exchange and would therefore help promote better mutual understanding and friendship across cultures. Additionally, learning English as a second language is different from learning other subjects, since it might also involve adopting certain behavioral patterns and cognitive attributes from another socio-cultural community.
One of the goals of teaching English is to improve students’ ability to communicate with others. Learning English is crucial because many Filipino students nowadays want to travel overseas, whether to participate in events or simply for vacation. It is also critical for students to improve their English language skills, they need motivation in order to develop their enthusiasm for learning language skills, particularly in English. The selection, persistence, intensity, and direction of conduct are all examples of motivation.
Teaching and learning English as a second language has always been a challenging task for teachers and students. Teachers find motivating students to learn English as a second language a continuing task for they find it difficult to boost the students’ eagerness and interest to speak English in class discussions.
Motivation has long been recognized as one of the most significant factors in studying English as a second language. In other words, one of the two main learner characteristics that influences the rate and performance of second language acquisition is motivation. According to research motivation provides a key incentive to get on upon learning, and later the driving force to support the long and often tedious learning process. It is believed that without adequate motivation, no other element can guarantee student success on its own. In addition, ESL learners will not learn English if they lack motivation in the classroom, meaning, motivation is a general concern that needs to be addressed in English classes.
Motivation is regarded as a crucial component in achieving any set goal or viewpoint. It is an important aspect that has a helpful influence on any educational learning process, especially in second language learning. In this light, students, especially ESL learners, should be encouraged to learn enthusiastically and joyfully in class, because what excites one person can bore another.
As stated by Kareema (2016) the two hierarchies that all techniques fall within are intrinsic and extrinsic motivation. Extrinsic means outward, it comes from outside the person to entice a particular action. On the other hand, intrinsic means to come from within, so intrinsic motivation is best defined as motivation derived from the person.
With this view, teachers of ESL learners need to make their students feel competent when they are motivated to learn English either through intrinsic or extrinsic motivation. These two kinds of motivation play an important role in the performance of ESL learners. Their extrinsic and intrinsic motivational factors can therefore have a positive impact on their learning in English. ##