What motivates and influences students’ learning of English in the hybrid mode of studying

Abstract

The article presents a study that aimed to establish what motivates and influences the process of learning English in students of linguistics in business in the semester of hybrid education (face-to-face and online, depending on the COVID-19 cases among students). The study was conducted among a group of 40 students. A mixed qualitative-quantitative approach was taken to analyse the data. Results show that there are various intrinsic and extrinsic motives driving students’ learning in the hybrid mode, as well as online and offline factors that influence it. The extrinsic, or instrumental, motives are, for example, learning to use the skill to find a good job after graduation, the use of English for travelling or studying because of tests. The intrinsic, or cognitive, motives include learning because of the fascination with the language and its countries or interest in the subject. It was also established in the study that the students did not cope well with the constant shifts in the studying mode, finding the instability and unexpected changes disturbing. The participants, however, appreciated the contribution of technology thanks to going online and still stick to some of the technological solutions, even if now they are back in the face-to-face mode.