Abstract:
This study investigates the motivation and performance of Year One students in learning English
as a Foreign Language (EFL) at the University of Rwanda-College of Education, Rukara
Campus. The primary objectives are to determine the levels of integrative and instrumental
motivation among these students, assess their performance in EFL, and examine the relationship
between their motivation and performance. Data were collected using questionnaires to measure
both integrative and instrumental motivation and academic records to evaluate performance. The
findings reveal that Year One students exhibit high levels of both integrative and instrumental
motivation in learning English. However, the analysis shows a weak and negative correlation
between these motivations and students' performance in EFL. This suggests that while
motivation is a crucial factor, it alone does not account for the variance in academic performance
in English. Other elements, such as teaching methods, learning environments, and individual
student differences, may significantly influence EFL performance. The study concludes that enhancing students' performance in English requires a comprehensive approach that considers multiple factors beyond motivation. These findings have implications for educators and policymakers aiming to improve EFL outcomes at the tertiary level.
