Abstract

The success of learners in education is influenced by both intrinsic and extrinsic motivations regardless of their level. Teachers’ teaching methods, parents’ encouragement, or the learners themselves play a dominant role in promoting motivation in and out of the classroom. Generally saying, all learners are motivated if only ample time is allocated and enough effort is put to inspire them to learn, challenge, and to maintain the enthusiasm. However, how do we find out if learners are motivated or not, what influences their motivation? Up to now, the study on motivation, its types and the influence on the foreign language acquisition have been investigated by numerous language researchers. This paper struggles to examine the impacts of intrinsic and extrinsic motivations on the language acquisition by identifying the selfdetermination of the learner, teachers’ motivational techniques and their learners’ motivation, as well as recognizing some other components to increase learner’s motivation in foreign/second language acquisition. These provided areas are supported by theories and other researches based on L2 learners’ motivation, Edward Deci & Richard Ryan’s theory on self-determination, and intrinsic and extrinsic types of motivations are the dominant idea which this case study mostly relies on. Additionally, two of the SDT ’s mini theories which were mentioned by McEown, M. S., & Oga-Baldwin, W. L. Q. in their research articles will be utilized to find the answers to the following questions: • What is the impact of intrinsic and extrinsic motivations on L2 acquisition? 1. Which one is more dominant in language learning: intrinsic or extrinsic? 2. How can motivation change in higher educational institution?