Abstract

Competent learners generally desire to be laboriously proficiently using the foreign language. Nevertheless, the diversity of these learners’ motivations, attitudes, and learning backgrounds, are identified as the main influential factors in their English language learning process and academic achievements. To ensure success in learning the English language, the present study examines the motivation for English language learning (integrative or instrumental) of 19 undergraduate students at the College of Education, Qatar University. Data was gathered using a mixed-method approach with a questionnaire and follow-up interviews. A modified motivational survey questionnaire was prepared, adapting the Attitude/Motivation Test Battery (AMTB) concepts. Data analysis was undertaken through mean, standard deviation, and Pearson correlation coefficient (R). The findings of this study indicated that students are more promotion focus motivated to learn the English language. This reveals that intrinsic motivation holds a significant relationship with language proficiency.