Factors Contributing to Undergraduates’ Motivation to Learn the English Language at Selected Universities in Cambodia

DOI:

https://doi.org/10.58421/gehu.v4i3.440

Authors

  • Sochea Saroeun National University of Cheasim Kamchaymear https://orcid.org/0009-0009-8060-7542
  • Dina Pen Svay Rieng University
  • Sokmuoy Samoun University of Heng Samrin Tboung Khmum

Keywords:

Student motivation, Intrinsic motivation, Extrinsic motivation, English learning, Undergraduate attitude, Cambodian universities, language education

Abstract

This study explores the factors influencing undergraduate students’ motivation to learn English at three selected Cambodian universities: the National University of Cheasim Kamchaymear (NUCK), Svay Rieng University (SRU), and the University of Heng Samrin Thboung Khmum (UHST). The objective was to assess the levels of intrinsic and extrinsic motivation among students and examine their attitudes toward English learning. A quantitative research design was employed using a structured questionnaire, and data were collected from 101 undergraduates through convenience sampling. Results reveal that intrinsic motivation—such as personal interest, enjoyment, and curiosity—strongly correlates with students’ engagement in English learning. Extrinsic factors, including career aspirations and social expectations, also play a significant role, though to a slightly lesser extent. Additionally, while most students perceive English as essential for communication and future success, confidence in speaking varies across participants. This aligns with studies highlighting how social support and willingness to communicate impact learners’ confidence and participation in the language learning environment. The findings provide practical insights for educators and policymakers to design more targeted interventions that support both motivational dimensions, ultimately enhancing English language education in Cambodia.

Downloads

Download data is not yet available.

References

P. D. MacIntyre, S. C. Baker, R. Clément, and S. Conrod, “Willingness to communicate, social support, and language-learning orientations of immersion students,” Stud. Second Lang. Acquis., vol. 23, no. 3, pp. 369–388, Sep. 2001, doi: 10.1017/S0272263101003035.

V. T. T. Phan, L. D. T. Nguyen, and K. D. Nguyen, “Twenty-first century essential employability skills for English as a foreign language undergraduates in a context of the Mekong delta,” Eur. J. Educ. Res., vol. volume–11–2022, no. volume–11–issue–2–april–2022, pp. 1089–1102, Apr. 2022, doi: 10.12973/eu-jer.11.2.1089.

M. Lamb, “Integrative motivation in a globalising world,” System, vol. 32, no. 1, pp. 3–19, Mar. 2004, doi: 10.1016/j.system.2003.04.002.

S. V. Nguyen and A. Habók, “Vietnamese non-English-major students’ motivation to learn English: from activity theory perspective,” Heliyon, vol. 7, no. 4, p. e06819, Apr. 2021, doi: 10.1016/j.heliyon.2021.e06819.

C. Chhor, V. Sek, R. Norng, and R. Sam, “Relationship of intrinsic and extrinsic factors motivating EFL students toward learning english: a case study of the National University of Battambang,” Aug. 13, 2024, In review. doi: 10.21203/rs.3.rs-4892574/v1.

C. Kimly, S. Hoeurn, S. Roeun, S. Ron, and S. Khann, “Factors affecting learners’ motivation in english language education,” J. Lang. Linguist. Soc., no. 45, pp. 45–58, Sep. 2024, doi: 10.55529/jlls.45.45.58.

R. M. Ryan and E. L. Deci, “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.,” Am. Psychol., vol. 55, no. 1, pp. 68–78, 2000, doi: 10.1037/0003-066X.55.1.68.

E. L. Deci and R. M. Ryan, “The ‘what’ and ‘why’ of goal pursuits: human needs and the self-determination of behavior,” Psychol. Inq., vol. 11, no. 4, pp. 227–268, Oct. 2000, doi: 10.1207/S15327965PLI1104_01.

A. G. Reynolds and W. E. Lambert, Eds., Bilingualism, multiculturalism, and second language learning: the McGill conference in honour of Wallace E. Lambert. New York London: Psychology Press, 2014. doi: 10.4324/9781315807478.

A. T. Putra, J. Herawati, and I. S. Kurniawan, “Pengaruh motivasi intrinsik, motivasi ekstrinsik, budaya organisasi, dan komitmen organisasional terhadap kinerja pegawai,” Al-Kharaj J. Ekon. Keuang. Bisnis Syariah, vol. 5, no. 4, pp. 1751–1765, Oct. 2022, doi: 10.47467/alkharaj.v5i4.1974.

Zhang, “The influence of motivations on college students’ English performance from the perspective of urban and rural differences,” Front. Educ. Res., vol. 6, no. 21, 2023, doi: 10.25236/FER.2023.062113.

W. A. Edmonds and T. D. Kennedy, An applied guide to research designs: quantitative, qualitative, and mixed methods. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2017. doi: 10.4135/9781071802779.

L. W. Anderson, Ed., A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives, Complete ed., [Nachdr.]. New York: Longman, 2009.

J. F. Hair, M. Sarstedt, C. M. Ringle, and S. Gudergan, Advanced issues in partial least squares structural equation modeling, Second edition. Thousand Oaks, California: Sage, 2024.

R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemp. Educ. Psychol., vol. 61, p. 101860, Apr. 2020, doi: 10.1016/j.cedpsych.2020.101860.

A. Dörnyei, “Motivational strategies in the language classroom,” Camb. Univ. Press, 2001.

Atef Al-Tamimi and Munir Shuib, “Motivation and attitudes towards learning english: a study of petroleum engineering undergraduates at Hadhramout University of sciences and technology,” GEMA Online J. Lang. Stud., vol. 9, no. 2, 2009, [Online]. Available: https://journalarticle.ukm.my/2306/

R. C. Gardner, Social psychology and second language learning: the role of attitudes and motivation. in The Social psychology of language, no. 4. London ; Baltimore, Md., U.S.A: E. Arnold, 1985.

Dy ,S. and Peou, C., “University students’ attitudes towards learning English at two provincial universities in Cambodia.,” J. Lang. Educ. Res., vol. 15, no. 2, pp. 123–135, 2021.

N. S. Raj and V. G. Renumol, “A systematic literature review on adaptive content recommenders in personalised learning environments from 2015 to 2020,” J. Comput. Educ., vol. 9, no. 1, pp. 113–148, Mar. 2022, doi: 10.1007/s40692-021-00199-4.

S. Em, M. Yun, B. Dorn, V. Sao, and P. Sin, “Cambodian students’ motivation in the learning English language: A small-scale survey at a private high school in Phnom Penh,” J. Res. Engl. Lang. Learn. J-REaLL, vol. 3, no. 2, pp. 104–114, Aug. 2022, doi: 10.33474/j-reall.v3i2.16764.

C. Chhor, V. Sek, R. Norng, and R. Sam, “The investigation of intrinsic and extrinsic motivations impacting EFL students’ english language learning,” J. Lang. Linguist. Soc., no. 46, pp. 12–24, Oct. 2024, doi: 10.55529/jlls.46.12.24.

Z. Dörnyei, “New themes and approaches in second language motivation research,” Annu. Rev. Appl. Linguist., vol. 21, pp. 43–59, Jan. 2001, doi: 10.1017/S0267190501000034.

E. L. Deci and R. M. Ryan, Intrinsic motivation and self-determination in human behavior. in Perspectives in social psychology. New York: Springer Science+Business Media, 2014.

G. Roth, A. Assor, Y. Kanat-Maymon, and H. Kaplan, “Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning.,” J. Educ. Psychol., vol. 99, no. 4, pp. 761–774, Nov. 2007, doi: 10.1037/0022-0663.99.4.761.

Downloads

Additional Files

Published

2025-08-26

How to Cite

[1]
S. Saroeun, D. Pen, and S. Samoun, “Factors Contributing to Undergraduates’ Motivation to Learn the English Language at Selected Universities in Cambodia”, J.Gen.Educ.Humanit., vol. 4, no. 3, pp. 1405–1418, Aug. 2025.

Issue

Vol. 4 No. 3 (2025): August

Section

Articles

License

Copyright (c) 2025 Journal of General Education and Humanities

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.