Motivation and Attitudes toward Learning English among Thai Students

Abstract

The study investigates the motivation and attitudes of Thai students toward learning English, focusing on the factors that influence their engagement, persistence, and achievement in English as a Foreign Language (EFL). As English has become an essential tool for global communication, education, and career opportunities, understanding learners’ motivational orientations and attitudes is crucial for improving English language education in Thailand. Data were collected through questionnaires and interviews administered to secondary and university-level students. The findings reveal that most students exhibit instrumental motivation, viewing English primarily as a means to academic and professional success, while integrative motivation, such as interest in culture and communication with native speakers, plays a supportive but less dominant role. Attitudes toward English learning were generally positive, though challenges such as limited confidence, fear of making mistakes, and insufficient exposure to authentic language use hinder progress. The study highlights the importance of fostering both instrumental and integrative motivations, while creating supportive learning environments that build confidence and promote active use of English. Recommendations include integrating communicative activities, providing authentic exposure, and addressing affective factors to enhance students’ motivation and attitudes toward English learning.