Social and economic factors affecting students’ motivation towards learning English: a case study

Abstract

This study, grounded in Self-Determination Theory (SDT), explores the social and economic factors influencing students’ motivation to learn English and examines differences in motivation levels based on demographic variables such as gender, age, and class. Using a quantitative approach, a survey was administered to 160 students in the English Department of Takhar University and convenience sampling was utilized to collect the data. Data were analyzed using descriptive and inferential statistics via SPSS. The findings indicate that students’ overall motivation to learn English was predominantly low, with parental encouragement and perceived ease of learning ranking as the least motivating factors. Moderate motivation was observed for liking the language and using English for new technologies. Key barriers to motivation included financial dependency, lack of enough resources, and restricted opportunities. A statistically significant relationship was found between social and economic factors and students’ motivation, but no significant differences were observed based on gender, age, or class. The study emphasizes the need for systemic changes and urges the Ministry of Education and Higher Education to implement targeted policies that address these barriers and support sustainable education.