Key findings:

Key findings include: the study employed a quantitative method using questionnaires to explore the motivational pathways of non-English majors students; participants were selected through purposive sampling from Agribusiness, Islamic Education, Social and Political Science, Fisheries Resource Utilization, and Management majors; the research aims to provide a nuanced understanding of motivational dynamics among non-English majors students.

What is known and what is new?

The known aspect is the importance of motivation in language learning. The new contribution is the specific focus on exploring the motivational pathways of non-English majors students, using a quantitative method with questionnaires, and involving participants from diverse majors, to provide a nuanced understanding of their motivational dynamics, which can inform tailored strategies and interventions to enhance language learning experiences.

What is the implication, and what should change now?

The implication is that language learning programs should address both intrinsic and extrinsic motivation to enhance the language learning experience for non-English majors students. Changes needed include developing tailored strategies and interventions to cater to diverse student demographics, prioritizing student motivation, and incorporating practical insights into language education.

We heavily rely on language as our primary means of communication, serving as the conduit through which we convey our thoughts and ideas to others. The world hosts a multitude of languages, with each country possessing its own national language alongside regional dialects understood within specific areas; some languages boast millions of speakers, while others are limited to only a handful or a few thousand individuals. The significance of English proficiency in today's interconnected world cannot be overstated, given its status as the most widely spoken language globally [1]. Presently, approximately 450 million people worldwide are native English speakers, with an even larger number using English as a second language, estimated between one billion to 1.5 billion individuals. Given its status as an international lingua franca, English proficiency is indispensable for active participation in the global community. Mastery of English essentially acts as a gateway to engaging with the broader global society [2].

A person will most likely struggle to compete on a global scale if they do not learn English. For example, India has limited natural resources. Its economy is quickly rising because India has educated its elite in science, engineering, and medicine, and they are competent in English due to English's status as a second language. Higher education graduates are potential human resources. However, few graduates in Indonesia speak English proficiently. English teaching has been made mandatory in higher education. However, it weighs only two credits. In Indonesia, English is considered a foreign language. According to higher education content standards, the goal of teaching foreign languages/English in Indonesian universities is to help students improve their ability to understand texts written in foreign languages/English for academic purposes, as well as specific skills related to their scientific discipline. Thus, the emphasis on teaching English in Indonesian colleges is intellectual [3].

Students should be motivated to learn English. Murray, Gao, and Lamb (2011) [4] define motivation as when students maintain a positive attitude, have defined goals, and engage in behavior to accomplish those goals. Motivation gives the urge to begin L2 learning and is the driving force behind a lengthy and often laborious learning process. Even individuals with exceptional ability cannot attain long-term goals in the absence of proper motivation, and an appropriate curriculum and effective teaching are insufficient to ensure student achievement [5]. The research questions are as follows: 

1) What motivates non-English major students to learn English?

This study aims to investigate the motivational pathways of non-English major students in their attempts to acquire English. The purpose of this study is to identify the components of students' intrinsic and extrinsic motivation when learning English.

1. Concept of motivation

Gardner, Lalonde & Moorcroft(1985) in Rahmat, et al. (2016) [6, 7] states that motivation has a far greater predictive power for successful language learning than aptitude and ability. It is a drive that uplifts and maintains our interests while guiding our actions towards a particular objective. According to Ryan and Deci (2000)[8], orientation of motivation is concerned with the underlying attitudes and goals that lead to action—that is, the why behind actions. For example, a student may be strongly driven to complete homework out of curiosity and interest, or because he or she wishes to obtain the approval of a teacher or parent. Students may be driven to learn new abilities due to their perceived utility or value, as well as the opportunity for improved grades and benefits. 

1. Types of motivation 

One of the most influential theories in motivational psychology is self-determination theory [9, 10] in (Dornyei, 2005, p. 76) [5], which emphasizes different kinds of intrinsic and extrinsic motives. According to Douglas Brown (1994) [11] in Dornyei (2005) [5] the relevance of intrinsic motivation in the L2 classroom, claiming that traditional school environments encourage extrinsic motivation, over time. According to Ryan & Deci (2009) [12] cited in Urhahne & Wijnia, (2023)[13] Intrinsic value is the delight a person receives from performing an activity. Intrinsic motivation can also be regarded as a component of the action when the activity is perceived as exciting, engaging, or intrinsically rewarding [13, 14]. While extrinsic motivation is defined as any motivational orientation that is influenced by some instrumental method, such as monetary benefits or a good work [15]. 

But according to Ai, Pan & Zhong (2021) [16] there are four types of motivation: intrinsic, extrinsic, integrative, and instrumental motivation. The distinction between the four categories of motivation is significant because motivation is the "driving force" for pupils to study. Knowing specific types of motivation can also assist teachers in better understanding their students' needs. Instrumental motivation occurs when a person learns a language for job or academic purposes. Instrumental motivation involves learning a language to achieve specific goals, such as advancing in a career or reading technical publications, while integrative motivation involves wanting to fit in with a group. Integrative motivation is integrating into a culture and becoming a part of that society [17].

Nguyen and Habok (2021) [18] conducted research involving 1,565 Vietnamese non-English major students, revealing a strong motivation among participants to learn English. Motivation stemmed from various factors such as career advancement, academic achievement, effective communication with foreigners, personal fulfillment, and inspiration from others. Notably, participants exhibited predominantly internal motivation, with a keen interest in enhancing their language skills. Additionally, a significant positive correlation was found between internal motivation and motivational intensity, while external motivation showed a weaker association. Setiyadi, Mahpul, and Wicaksono (2019) [19] conducted a case study involving 886 non-English students in Indonesia, identifying extrinsic, international, and intrinsic motivational orientations. Meanwhile, Dunifa's (2023) [15] study focused on non-English major students' motivation and attitudes towards developing spoken English skills, emphasizing their prioritization of spoken English for employment opportunities and future career prospects. Sinap, Susilawati, and Rosnija's (2021) [20] research explored the impact of motivational types (instrumental or integrative) on English language skills, highlighting students' instrumental and integrative motivations, with a focus on academic and long-term practical goals. Similarly, Wahyuningsih and Erzad (2023) [21] investigated motivational beliefs among non-English major students in Indonesia, revealing dominant motivations such as becoming knowledgeable, understanding English media, and appreciating native English speakers' culture. This study underscores the importance of self-awareness in English learning, particularly for both spoken and written proficiency, to enhance students' overall quality of life.

1. Factors that affect motivation

Dörnyei's (1994)[5] L2 motivation structure has three levels: the Language Level, the Learner Level, and the Learning Situation Level, which represent the fundamental components of the L2 learning process. According to Huynh et al. (2021) [22] various factors, including student problems, teacher attitudes, curriculum, resources, and learning environment, may contribute to a lack of motivation. Comparative study by Yun, Teo, and Wang (2022) [23] reveals that non-English majors' motivation is influenced by less factors than those of English majors. The primary factor influencing non-English majors' motivation to learn is their social and industrial (job) environment. However, research findings differ on the elements that drive motivation in English majors, specifically internal effects (self-development, interest in the target culture, fondness for professors) and external influences (utilitarian advantages and social requirements).

Understanding the many motives, contributing factors, and potential difficulties encountered by non-English major students is critical for efficient language acquisition. Using various theoretical frameworks and analyzing existing research, educators can obtain useful insights into developing effective teaching practices that address the individual needs and motivations of this diverse student population. Future research could look into the effectiveness of different instructional approaches in increasing motivation and improving learning results for non-English major students. 

This literature review includes the findings of the publications cited, providing a thorough summary of the study on non-English major students' motivation to learn English.

This study takes a quantitative method, collecting data using distributed questionnaires. This study involved non-English major students from an Indonesian institution from 5 faculty, including Agribusiness, Islamic Education, Social and Political Science, Fisheries Resource Utilization, and Management. Participants were chosen using a purposive sample technique that took into account their diverse origins and educational experiences. The data from the participants was acquired using a Google Form link to students who fit the inclusion criteria and inviting them to participate in the study. 

The initial data collection yielded 38 responses. After evaluating the data, analysts discovered four duplicate entries (students submitting the form twice). Two entries came from ineligible individuals who were not part of the target group (English major and Early Childhood Education student). These six entries were removed to ensure that the study concentrated entirely on the desired population (32 non-English majors from the indicated faculties). As a result, the final analysis took into account replies from 32 valid participants (20 females and 12 males), in accordance with the research criteria and to ensure accurate results. 

The questionnaire contained 24 items, including 6 demographic questions and 18 motivation-related questions, which were further divided into 4 intrinsic and 14 extrinsic questions. Using a survey design method, researchers hope to investigate and analyze many motivational factors that influence student behavior and attitudes towards learning English. The instrument used in this study is a questionnaire adapted and validated from Dunifa (2023) [15]. The questionnaire was created to address major factors of intrinsic and extrinsic motivation in English language learning. To analyze questionnaire data from five scales, researchers used the methods described by Wahyuningsih and Erzad (2023) [21]. The collected data was then statistically analyzed by determining the percentage of each item chosen by the participant. Additionally, researchers interpret research findings. Here are the processes for determining percentages from questionnaire results:

Question: Replace "Question" with the question text from the questionnaire. 

Replace "Response Category" with the precise options available for each question (such as Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree).
Frequency (N_i): In this column, enter the actual number of participants who selected each response category to the associated question.
Percentage (%): This column displays the derived percentages for each response category.
Formula: This column illustrates how to apply the formula to each response category, by dividing the frequency by the total respondents and multiplying by 100%. 

Intrinsic Motivation

1. Learning English is enjoyable

   

    

   Chart 1. I enjoy learning English skill

    

   Chart 1 demonstrates a favorable attitude towards learning English, with 31.25% of respondents indicating significant delight in the process. This suggests that learning English is not only necessary, but also possibly beneficial. A further 56.25% said that learning English is pleasurable. More than 87% of individuals polled believe that learning English is valuable and enjoyable. The poll also found no disagreements, indicating a healthy and engaged learning environment. Although 12.5% of respondents remained neutral, the majority favored enjoyment. This shows that the populace is intrinsically driven and likely to persevere despite the difficulties of learning a new language.

   2. Learning English is something interested in

Chart 2. I am interested in learning English

According to chart 2, the vast majority of respondents (87.5%) exhibit an interest in learning English, indicating that the subject is more than just a responsibility, but also one that piques curiosity and a desire for knowledge. The majority of respondents (46.88%) believe English is intrinsically engaging, which is critical for language acquisition success. Despite the fact that a tiny fraction (3.13%) find English less appealing, the bulk prefer intrigue. This suggests that a population is naturally driven to engage on this intellectual journey and maybe overcome the challenges of learning a new language.

  3. English is learned as a hobby

Chart 3. Learning English is a hobby for me

According to chart 3, the majority of students (56.25%) do not consider learning English to be a hobby or exclusively for practical reasons. A lower proportion, approximately 34.38%, support the idea of learning English for personal enjoyment (9.38% strongly agree, 25% agree).  Only 9.38% of respondents completely disagree with the assertion. This shows that, while some people find learning English inherently gratifying, it is not the most common viewpoint.

    4. Learning English is a challenging yet enjoyable experience

Chart 4. Learning English is a challenging that I enjoy

According to chart 4, the evidence strongly supports the concept that most people regard learning English to be a mixed experience (both tough and enjoyable). Approximately 90.63% of respondents agree with this statement, with 71.88% simply agreeing and 18.75% strongly agreeing. This shows that the difficulties encountered while learning English are frequently outweighed by the gratification of achieving mastery in a new language. Interestingly, there has been no recorded dispute with this assertion, indicating a universal recognition of the inherent difficulties and rewarding aspects of learning English. 

Extrinsic Motivation

       5. English is only studied since it is a mandatory subject

Chart 5. Learn English just because it is a compulsory subject

According to the findings in chart 5, while some students learn English primarily to meet necessary obligations (strongly agree: 3.13% and agree: 31.25%), a sizable proportion (almost 78.75%) learn English for reasons other than obligation. This is because 46.88% of respondents disagree with the statement, while 6.25% strongly disagree. Furthermore, a neutral response of 12.5% demonstrates that some people's motivation to study English is not simply driven by legal requirements, but also by personal interest. This implies that, while being mandatory is important for some, it is not the only reason most people learn English. 

 6. The goal of learning English is to pass the exam

Chart 6. I learn English in order to pass examination

The chart 6 results on English learners' ambitions provide an intriguing picture. While completing tests is undoubtedly important for some, it does not appear to be the only driver.  Half of the respondents (15.63% strongly agree and 34.38% agree) said passing tests is a goal in their English language learning path. This is logical considering the widespread use of English proficiency assessments in many school systems and workplaces. However, a sizable proportion of students, as evidenced by the 43.75% who disagreed (34.38%) or strongly disagreed (9.38%), have goals that go far beyond the test halls. This reflects a more holistic approach to language acquisition, in which many learners see English as a valuable instrument that opens up a universe of possibilities beyond simply passing a test.  

The neutral group (6.25%) may be unaware of their exact aims or may regard tests as just one obstacle on their journey to fluency, alongside other ambitions. Overall, the research dispels the assumption that people learn English solely for the sake of passing exams. It depicts a landscape in which exams play a role for some, but for the most part, English language study is a journey motivated by a desire to open up a world of communication, professional opportunities, and personal improvement. 

       7. English skills are essential for academic study at university

Chart 7. English skill is important for my academic study at the university

The chart 7 results clearly demonstrate the need for solid English abilities for academic achievement.  A resounding 90.63% of respondents, including 37.5% who strongly agree and 53.13 percent who agree, recognise the critical role that English proficiency plays in navigating the academic world at university. This finding is consistent with the fact that English is the predominant language of instruction and academic materials at innumerable colleges around the world.  The utter lack of dissent (0% for both disagree and strongly disagree) lends credence to this notion. 

There appears to be a common agreement that well-developed English language abilities are not just useful, but absolutely necessary for prospering in a university's tough academic setting. This ability enables students to not only understand complex lectures and homework provided in English, but also to successfully articulate their own ideas and research findings via essays, presentations, and conversations.  Students with strong English abilities may fully engage in academic debate, opening up a world of knowledge and opportunities at university.  

        8. English skills are valued for future employment

Chart 8. English skill is important for my future job

Chart 8 shows the importance of English skills for future jobs is nothing short of overwhelming. A resounding 93.75% of respondents, which includes both strong agreement (62.5%) and agreement (31.25%), believe that English ability is a valuable asset in the employment market. This overwhelming consensus indicates a dramatic shift in which English fluency is increasingly considered as a vital criterion in not only obtaining a job but also advancing one's career. The total lack of dissent (0% for both disagree and strongly disagree) lends credence to this notion.  Employers all around the world are likely to see the ability to communicate effectively in English as an indication of an individual's competence and readiness to prosper in the globalized workplace. 

9. English skills are advantageous in terms of future employment

Chart 9. English skill is beneficial for my future career

The chart 9 revealed an intriguing association between English fluency and social standing. While a sizable portion, 90.63% (including 37.5% who strongly agree and 53.13% who agree), sees a link between the two, it is not a widely held belief. The clear majority believe that speaking English provides some social benefits.  This could be attributed to the pervasive usage of English in the media, international communication, and some professional societies.  However, the presence of a dissenting minority (3.13% disagree) provides a welcome alternative. English proficiency is not the only factor that determines social standing. Perhaps personal characteristics, accomplishments, and contributions to one's community have an important impact.  

The neutral segment (6.25%) may indicate that some people see English as one of several factors that contribute to social standing, such as education, career success, or generosity. Overall, the findings point to a nuanced view in which English fluency can be a stepping stone but is not the main determinant of social standing.  Finally, an individual's value and place in society are most likely determined by a complex interaction of circumstances, with English competence possibly playing a supporting role.

     10. Speaking English will improve one's social standing 

Chart 10. Being able to speak English will enhance my social status

According to chart 10,  the questionnaire  results, the majority of respondents (53.13%) believe that speaking English will help them enhance their social status. This implies a common perception that speaking English fluently can improve one's social standing. While this notion may be partially correct, it is vital to realize that social standing is multidimensional and impacted by variables other than language ability. However, because English is widely spoken in many parts of the world, competence in the language is a vital asset for communication, education, and professional opportunities. 

11.  Your fluency in English will surprise everyone around you

Chart 11. If I have good English proficiency it will impress people around me

According to chart 11, the questionnaire findings give a fascinating picture of how surprising your English fluency can be. With more than 70% of respondents (34.38% strongly agreeing and 37.5% agreeing), it's apparent that English fluency isn't as widely expected as one may believe. This view could be attributed to a number of factors. Perhaps English isn't as prevalent in some areas as people believe, or perhaps accents and origins can contribute to an underestimation of someone's linguistic abilities. It's also important to examine the age range of the questioned population. Younger generations raised in a more networked society may find English fluency less shocking than older groups.

12. The desire to live in an English-speaking nation motivates people to learn the language

Chart 12. Learn English because you want to live in an English-speaking country

The chart 12 results indicate that over half of respondents (59.38%) believe that wanting to live in an English-speaking country is crucial for learning English. This highlights the connection between immigration ambitions and language development. Fluency in English is essential for daily life, societal integration, and job opportunities. People learn English for professional, academic, and personal reasons. English is the dominant language in many areas, allowing for more employment prospects and global debates. Fluency is also crucial for international students, enabling access to vast knowledge, literature, and media, facilitating cross-border communication, and fostering friendships.

13.  English proficiency will help you get a decent job

Chart 13. English skill will help me to get a good job

The chart 13 results largely support the idea that English knowledge is extremely beneficial in obtaining a good job. A large majority of respondents, 93.75%, with 40.63% strongly agreeing and 53.13% just agreeing, recognise the favorable influence of English language skills on employment chances. This suggests that a sizable proportion of the population understands the relationship between English ability and better career chances. Notably, no one has expressed disagreement with this remark, emphasizing the common belief that English language abilities are a key advantage in the employment market.

14. Learning English skills improves one's ability to communicate with language speakers

Chart 14. learn English skills to communicate with speakers of the language

The chart 14 shows the survey results paint a clear picture: with a combined response of 90.63% (34.38% strongly agreeing and 56.25% agreeing), there is widespread agreement that learning English considerably enhances your capacity to converse with English speakers. This makes perfect sense given the English language's wide reach and influence. Learning English allows you to communicate directly with a large portion of the world's population.  Consider traveling to an English-speaking country; fluency would allow you to negotiate daily situations with ease.  When you can fluently converse in English, things like asking for directions, buying food at a restaurant, and striking up discussions with locals become much easier.  

Consider attending a meeting with overseas partners; good English abilities would enable you to clearly explain your ideas, comprehend others' perspectives, and ultimately achieve successful outcomes. English competence enables direct communication with a large population of speakers and collaboration in professional settings, allowing you to navigate the world with better ease and comprehension. In conclusion, the chart results highlight the importance of English language abilities.  

       15. English is regarded significant because it is useful when traveling to many nations

Chart 15. English is important when traveling in many countries

The chart 15 results left little doubt that English is the most popular language among travelers.  With a massive 96.88% of respondents (65.63% strongly agreeing and 31.25% agreeing) recognising its utility, English becomes an extremely valuable asset for anyone with wanderlust. Imagine landing in a new nation, your heart pumping with excitement and trepidation.  Knowing basic English instantly relieves some of the worry.  Your English skill allows you to successfully ask for directions, manage public transit systems without getting lost, and even order food that appeals to your taste buds. 

This newfound confidence can greatly improve your travel experience, turning tense situations into chances for exploration and discovery. Fluency in English allows for richer, more meaningful cultural exchanges.  Consider wandering through a crowded marketplace in a strange country.  Finally, the chart results overwhelmingly emphasize the value of English as a tool for improving and enriching your travel experiences.  From confidently navigating unfamiliar areas to cultivating deeper cultural relationships, English proficiency enables you to genuinely embrace the world and create unique travel experiences.

     16. Learning English is being done in order to become friends with foreigners

Chart 16. I learn English skill in order to make friend with foreigners

Based on the results of chart 16, this chart provides light on the motives for learning English, with an emphasis on social connection. While the desire to make friends with people from other nations is undoubtedly a motivator for some students, it does not appear to be the only or even the most common cause.  A total of 68.75% of respondents supported the premise that language acquisition can serve as a bridge to cross-border friendships (18.75% strongly agreed and 50% agreed). English proficiency allows you to overcome language barriers and form true connections with individuals from all walks of life. However, the presence of a considerable neutral response (28.13%), indicates that friendship is not the key motive for everyone.  

Meanwhile studying English can be motivated by various reasons, including professional goals, educational pursuits, and a love of learning. Good English skills can also help network with peers from different countries, potentially resulting in career collaborations. In conclusion, learning English can create friendships with foreigners, but understanding the various motives behind this decision is crucial.

       17.  Speaking English is a very significant aim in life that is being pursued

Chart 17. Being able to speak English is really an important goal in my life

The study findings in chart 17 provide an unusual viewpoint on the importance of gaining English fluency.  While not a universally dominant objective (with 78.13% of responses combining "Strongly Agree" at 28.13% and "Agree" at 50%), English proficiency is definitely valuable to a sizable section of the population.  This indicates a variety of incentives for language acquisition. For some, fluency in English may be a key life objective. This could be motivated by ambitions for international professions, educational opportunities abroad, or simply a desire to connect with a broader range of people and cultures. 

Consider someone who wants to study at a famous university in another country; English proficiency is a necessary prerequisite for reaching that objective. For others, English may be a useful ability to learn but not necessarily a defining goal. Perhaps someone working in a specialized industry finds English skills useful for communicating with overseas colleagues or obtaining pertinent information.  In this situation, fluency improves their professional talents but is not the primary emphasis of their career goals. The occurrence of a neutral response (18.75%) adds additional dimension to the picture.  

Some people may not be particularly interested in learning English. This could be due to a variety of causes, such as living in an area where English is not generally spoken or having job objectives that do not necessitate English language proficiency. Overall, the poll results provide a nuanced picture.  Many people want to learn English, yet its importance varies based on one's circumstances and goals.  Some may consider it as a critical component of their life objectives, while others may see it as a great asset that supplements their current interests.  Ultimately, the decision to study English is a personal one, motivated by individual needs and goals.

      18. Speaking English is thought to be a prerequisite for a fulfilling life

Chart 18. If I can speak English, I will have a wonderful life

The questionnaire results in chart 18 provide a mixed picture of whether English fluency is considered an important component for a meaningful life. Although 62.51% of respondents said speaking English was important (21.88% strongly agreed and 40.63% agreed), the majority (34.38%) did not see it as a necessity. This means that a successful life can be achieved through a variety of circumstances, with English language competency playing a role but not the ultimate determinant. There are various reasons why some people do not consider fluency in English as a requirement for success. Perhaps they find meaning and satisfaction in solid relationships, cultural connections within their own community, or a deep sense of purpose in their profession or hobby, all of which are possible even if they don't speak English.

Additionally, the definition of a fulfilling life is subjective and varies according to personal beliefs and goals. In summary, the questionnaire results reveal that, although fluency in English can be a useful asset, in general English fluency is not considered a necessity to make ends meet. Fulfillment can be achieved through various pathways, and the importance of English language proficiency may vary according to individual circumstances and goals.

This study looked at the motivations of non-English major students to learn English. The findings indicated extrinsic motivation (448) outweighs internal motivation (128). However, this interpretation requires further investigation because it could be influenced by the number of questions and sample representativeness. Extrinsic motives, such as job objectives and academic success, were prevalent. Students recognised the importance of English for success in university and future career. They assumed that knowing English would help them get better jobs and advance in their careers. However, the study did identify inherent incentives. Some pupils showed genuine enthusiasm in learning English, finding it intriguing, difficult, and fulfilling. This demonstrates the complex nature of language learning motivation, in which practical reasons coexist with a real passion for the language.

It is critical to recognise the limitations of this research. The sample size and concentration on a particular institution limit the generalizability of the findings. Further research into the impact of teaching techniques, learning materials, and the larger socio-cultural milieu would yield significant insights. In-depth qualitative study could also provide a better understanding of individual student experiences and the intricate interplay of many motivational elements.

This study adds to our understanding of motivating patterns in non-English major learners. By realizing the joint influence of extrinsic and intrinsic variables, educators can create effective curriculum that meet both practical language needs and foster a true interest in the language and its cultural components. This can be accomplished by using interesting teaching methods, various learning materials, and creating a good learning atmosphere. Future studies should go deeper into these areas to improve language learning experiences and instill a lifetime passion of language acquisition in non-English major students.

Funding: No funding sources.

Conflict of interest: None declared.

Ethical approval: The study was approved by the Institutional Ethics Committee of Universitas Muhammadiyah Kendari 

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