Nieto Herrera, Diego JosuéDe La Cruz Reyes, William WladimirTomalá Muñoz, Jennifer Xiomara2026-09-282026-09-282026-09-28De La Cruz Reyes, William Wladimir; Tomalá Muñoz, Jennifer Xiomara (2026). Exploring intrinsic motivation in English language learning among EFL students. La Libertad. UPSE, Matriz. Facultad de Ciencias de la Educación e Idiomas. 63p.UPSE-TPI-2026-076https://repositorio.upse.edu.ec/handle/46000/17474This study investigates perceptions and experiences of intrinsic motivation among EFL students at Universidad Estatal Península de Santa Elena (UPSE). Although intrinsic motivation is essential for English language learning, educational systems still rely on traditional methods that fail to engage students, causing low motivation. The researchers conducted semi-structured interviews with five fifth-semester undergraduate students in the Pedagogy of National and Foreign Languages (PINE) major. The results provide insights about how students perceive intrinsic motivation as a source of energy that empowers their commitment to learning and supports their academic success. Besides, repetitive tasks, lengthy teacher talk, and immediate error correction can reduce motivation by raising students' affective filters. To foster intrinsic motivation, the study recommends gamified approaches, collaborative activities, and the development of strong teacherstudent relationships. Ultimately, the study found that intrinsic motivation is connected to students' English language learning and English teaching; it helps them become independent learners who practice English beyond the classroom.engopenAccessAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/INTRINSIC MOTIVATIONEFL STUDENTSENGLISH LANGUAGE LEARNINGSTUDENT PERCEPTIONSAFFECTIVE FILTERTEACHING STRATEGIESLEARNER AUTONOMYbachelorThesis