Impediments to Intrinsic and Extrinsic Motivation in Learning English as a Foreign Language among Primary Libyan School Students

Abstract

This study investigates the impediments to intrinsic and extrinsic motivation in learning English as a Foreign Language (EFL) among Libyan primary school students. Particularly, language learning and language acquisition at early stages are influenced by motivational aspects. Using a descriptive survey-based research design, the study identifies psychological, pedagogical, and contextual factors that hinder learners’ motivation. The data were collected through questionnaires administered to English language teachers and upper-grade primary students. The survey reveals that a lack of engaging instructional activities, limited resources, low learner autonomy, and unpredictable reward systems significantly affect both intrinsic and extrinsic motivation. The study concludes with pedagogical recommendations targeted at improving motivational aspects in Libyan primary EFL classrooms.