Quality Education: A Study on the Factors Influencing Enjoyment of Learning English among Higher Educational Institution Students

Abstract

In today's interconnected world, mastering English holds immense importance due to its pervasive use. Higher education institutions globally prioritize English proficiency for academic and career success. However, learning a second language, like English, presents challenges impacting motivation. This paper examines factors influencing students' enjoyment of learning English in higher education, encompassing instructional quality, material relevance, challenge level, social context, and personal traits. Intrinsic enjoyment, rooted in Maslow's hierarchy, significantly boosts motivation, engagement, and education quality. The research explores these factors via qualitative methods, spotlighting intrinsic and extrinsic motivators. Findings emphasize the role of a clear learning purpose, including social communication needs, career prospects, and intercultural literacy. Teachers play a vital role in shaping enjoyment through effective strategies and supportive environments. Enhancing English-speaking opportunities and teaching methods also heightens enjoyment. This research underscores the critical link between enjoyment and language learning motivation, guiding higher education institutions to create quality teaching environments. It bridges gaps and lays a foundation for enhancing students' English learning enjoyment in higher education.