An analysis of factors influencing motivation in learning english among secondary school students in Tanzania

This study addressed factors influencing motivation in learning English among secondary school students in Tanzania. It particularly sought to investigate why students in secondary schools depicted varying levels of motivation in learning English, hence variation in their success to learn. To address the problem precisely, the study analysed learners’ intrinsic factors, goals and external factors so as to establish their influence on these students’ motivation in learning English. The study adopted multiple case study design. Stratified sampling was used to select schools on the basis of ownership, whilst criterion sampling was used to select well and poorly performing students from their respective schools; and purposive sampling was used to select teachers of English. Data were collected from 58 participants using semi-structured interview, focus group discussion, and participant observation. The data were then analysed using thematic network model and findings were presented in themes. The findings established that students have varied intrinsic factors, goals and external factors that influence their motivation in learning English. The study further established that differences in learners’ perceptions on learning English; aspirations to learn English and goals for learning English are reflected in their learning behaviours hence influence their varying levels of motivation and success to learn the language. The study recommends future studies to research on two issues, which were impossible to be addressed in this study: firstly, factors for the changing motivation in learning English among secondary school students and secondly, the influence of contextual factors on the choice and setting of goals for learning English among secondary school students.