Intrinsic versus extrinsic motivation in EFL: a mixed-methods approach to the university students in the Uzbek context

Motivation is a key determinant of success in foreign language learning, yet its dynamics in Central Asian contexts remain underexplored. This study investigates the balance between intrinsic and extrinsic motivational factors among English as a Foreign Language (EFL) learners at Fergana State University, Uzbekistan. A mixed-methods design was employed, combining data from 301 fourth-year English majors using a validated questionnaire and semi-structured interviews. Quantitative findings revealed that intrinsic motivation (M = 4.12, SD = 0.68) was significantly stronger than extrinsic motivation (M = 3.74, SD = 0.81), t(300) = 6.82, p < .001. Cognitive stimulation emerged as the most powerful motivator (85.8% agreement), while parental expectations had the weakest effect (28.5%). Qualitative analysis identified four key themes: cognitive engagement, personal growth, practical benefits, and cultural exploration. A modest yet significant correlation was found between intrinsic motivation and self-reported proficiency (r = 0.28, p < .001), whereas extrinsic motivation showed no significant link. Gender analysis revealed no notable differences despite the female-majority sample (83%). Overall, the findings highlight that EFL pedagogy in Uzbekistan should foster intellectual curiosity and personal development while acknowledging learners’ career aspirations, contributing to a clearer understanding of motivational dynamics in Central Asian higher education.