University students’ motivation and performance in english as a foreign language: Case of year one students in the University of Rwanda College of Education

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.