IMPACT OF MOTIVATION, PERCEIVED LANGUAGE DIFFICULTY, TEACHING METHODS AND FUTURE RELEVANCE OF ENGLISH TO STUDENTS’ LANGUAGE LEARNING COMPETENCE

This research explored the different factors affecting students’ language learning competence, such as their motivation to learn English, perceived language difficulty, perceptions of teaching methods, and beliefs in the future relevance of English. These factors were measured using the Attitude/Motivation Test Battery (AMTB) and other structured survey questionnaires.The results of the study showed that because of the practical purposes such as employment and communication, students tend to be highly motivated to learn English. However, to determine the language competence of the students, motivation is not enough. In terms of writing and speaking, students reported it as moderately difficult, and slightly difficult in reading and listening, but these perceptions were not strongly connected to their actual performance. When it comes to their perceptions of teaching methods, it showed that the effectiveness of teaching methods depended more on how they were implemented than on the method itself, even though students responded positively to specific, skill-based teaching strategies. Surprisingly, the belief of the students in the future relevance of English showed a significant positive relationship with their language learning competence. This only suggests that students tend to perform better in learning the language if they see English as an important tool for their future goals. Therefore, the study recommends aligning instruction with students’ aspirations, improving teaching practices, and providing supportive environments that encourage meaningful use of English.