Cambodian Students’ Motivation to Learn English: A Survey Study at Samdech Techo Hun Sen Steung Trang High School

Abstract

This study investigates the intrinsic and extrinsic motivations of Cambodian students to learn English at Samdech Techo Hun Sen Steung Trang High School. Using a survey-based approach, data were collected from 391 students, focusing on ten statements each related to intrinsic and extrinsic motivation.

Descriptive statistics reveal high levels of both intrinsic and extrinsic motivation, with notable influences on students’ learning behaviors and outcomes. Intrinsic motivation—characterized by enjoyment, personal satisfaction, and autonomy—exhibited strong positive responses, with mean values ranging from 3.184 to 3.918. The analysis indicates that students derive substantial pleasure and internal fulfillment from learning English, driven by an inherent interest in the language and a sense of self-determination.

Extrinsic motivation, influenced by career aspirations, academic performance, and practical benefits, also showed high mean values, ranging from 2.678 to 4.386. The highest levels of motivation stem from the perceived importance of English for future career prospects and academic success, reflecting the significant role of external rewards and future-oriented goals.

Comparative analysis reveals that while both types of motivation are strong, extrinsic motivation tends to be slightly higher, highlighting the practical and goal-oriented factors that drive students’ engagement. The findings underscore the importance of balancing intrinsic enjoyment and personal satisfaction with extrinsic rewards and career-related objectives to sustain motivation and enhance learning outcomes.

The study concludes with recommendations for educational strategies that foster both intrinsic and extrinsic motivation. These include incorporating engaging learning activities, offering students choice and autonomy, emphasizing career-related benefits, recognizing achievements, and leveraging positive social influences. By addressing both motivational dimensions, educators can create a more engaging and effective English learning environment—ultimately improving students' language proficiency and overall academic performance.