Exploring Motivational Drivers and Goal-Achievement Strategies among University Students
Abstract
This article aims to explore the complex and often overlooked topic of motivation within the educational setting, particularly in the context of students learning English as a second language (ESL). By focusing on both student and educator perspectives, the study highlights how motivation is perceived, addressed, and sometimes neglected. The investigation is limited to classroom-based experiences and interactions, allowing for a focused analysis of the teaching environment. Despite the clear importance of motivation in language learning, many educators find it challenging to maintain or stimulate, while students themselves often struggle to stay engaged. These difficulties contribute to a mutual neglect of the issue, hindering learning outcomes. The article argues for a more organized and reflective approach to motivation, one that involves analyzing individual learning needs, responding to them effectively, and improving both knowledge and performance. Drawing on relevant literature and empirical observations, the study seeks to propose practical solutions to common motivational challenges in the pedagogical context and support more effective teaching and learning strategies.
Keywords
Effective Teaching, Learning Outcomes, Learning Strategies, Motivation, the Teaching Environment
Authors
Hatixhe LEKA, Elvana SHTËPANI
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