PEDAGOGICAL CONDITIONS FOR ENHANCING STUDENTS’ MOTIVATION IN LEARNING ENGLISH

• Erimbatova Shahnoza Nurulla qizi

  Faculty of Foreign Languages, Department of Foreign Language and Literature (English) Karakalpak State University named after Berdakh

  Author

This article examines the pedagogical conditions required for enhancing students’ motivation in learning English in philological higher education. Motivation is considered a key factor that determines the depth, stability, and effectiveness of language acquisition, especially in the context of professional training of future philologists, translators, teachers, and researchers. The study focuses on the role of learner-centered instruction, communicative tasks, authentic materials, digital resources, formative assessment, and supportive teacher-student interaction in strengthening students’ internal interest in English. Particular attention is paid to the development of intrinsic motivation through meaningful learning situations, academic autonomy, collaborative activities, and the connection of English language learning with students’ future professional needs. The article argues that motivation cannot be formed only through external control, grades, or formal requirements; rather, it develops when students understand the practical, cultural, intellectual, and professional value of English. In the conditions of philological education, motivated students demonstrate greater persistence, creativity, communicative confidence, and readiness for independent work with texts, discourse, and intercultural communication.

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