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in Florencia, Caquetá, Colombia, the qualitative case study involved thirty (30) participants from the

English Language Teaching (ELT) program at Universidad de la Amazonia. Through semi-structured

interviews and grounded theory analysis, the research aimed to analyze the role of the English Day in

motivating ELT undergraduates. Results revealed that the majority of participants felt intrinsically

motivated to use English during the event. Interestingly, some initially reported extrinsic motivation,

which transformed into intrinsic motivation upon participation in the English Day activities. This study

provides valuable insights into how the English Day extracurricular activity influences both intrinsic and

extrinsic motivation among undergraduates.

treinta (30) participantes del programa de Licenciatura en inglés de la Universidad de la Amazonia. A

través de entrevistas semiestructuradas y análisis de teoría fundamentada, la investigación tuvo como

objetivo analizar el papel del Día de Inglés en motivar a los estudiantes de ILE. Los resultados revelaron

que la mayoría de los participantes se sintieron intrínsecamente motivados para usar el inglés durante el

evento. Curiosamente, algunos reportaron inicialmente motivación extrínseca, que se transformó en

motivación intrínseca al participar en las actividades del English Day. Este estudio proporciona

información valiosa sobre cómo la actividad extracurricular del English Day influye en la motivación

tanto intrínseca como extrínseca entre los estudiantes universitarios.

English Language Teacher and researcher, Universidad de la Amazonia and Jorge Eliécer Gaitán High School in Florencia,

Caquetá, Colombia. Holds a master’s in education and specialist degree in pedagogy. She is currently a PhD student in Educational

Technology at Central China Normal University. https://orcid.org/0000-0001-8386-9104

Implementing extracurricular activities is a highly effective teaching and learning strategy to foster

motivation for learning English as a Foreign Language (EFL). Lunenburg (2010) emphasizes that

extracurricular activities are not just an optional addition but an integral and essential component of

education. Research by Narkabilova (2021) supports this, indicating that students can significantly

improve their English skills through participation in these activities, allowing them to apply and develop

their strengths. Consequently, the development of extracurricular activities also enhances intrinsic

motivation. Accordingly, EFL students who are intrinsically motivated are more likely to tackle the

challenging tasks involved in learning the target language with a positive mindset.

Certainly, in the context of the English Language Teaching (ELT) program at Universidad de la

within classrooms that nurture intrinsic motivation. Consequently, students may not develop a sustained

passion for learning EFL, resulting in a shallow understanding of the ELT process.

To address this concern, it is crucial for professors to employ alternative academic methods that foster

intrinsic motivation among their students. By creating engaging and meaningful learning experiences,

educators can inspire a genuine interest in the language beyond external rewards. This shift towards

intrinsic motivation is essential for students to develop a deep and lasting understanding of the English

language. Hence, our article addresses the necessity of examining whether the introduction of the English

Day as an extracurricular activity enhances both intrinsic and extrinsic motivation among undergraduates

enrolled in the ELT program at Universidad de la Amazonia.

life. Defined by Cook & Artino (2016) as an internal state that activates, directs, and sustains behaviour

toward specific goals, motivation provides the energy and direction necessary for achievement. In

education, motivation plays a pivotal role in student success, as noted by Wigfield et al. (2019), Stirling

(2014), and Usmanovna & Oybekovna (2018). They highlight that in the increasingly complex landscape

of education, motivation becomes crucial for students to navigate challenges effectively and engage in

goal-oriented behaviors.

Specifically, within the realm of EFL learning, motivation is intertwined with students’ willingness to

complete assignments and their anticipation of positive outcomes, as discussed by Pinner (2013). This

motivation is a key determinant of students’ achievement in linguistic lessons. Therefore, EFL teachers

individuals to acquire knowledge in areas they find personally rewarding. Hennessey et al. (2015)

describe this form of motivation as the drive learners’ harness to engage with tasks for the sheer joy and

satisfaction of the activity itself. This intrinsic motivation is characterized by a sense of self-

determination, perceived control over commitments, and can significantly enhance self-awareness in

educational settings. Echoing this view, Valerio (2012) emphasizes the critical role intrinsic motivation

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The significance of intrinsic motivation extends to the realm of EFL teaching and learning. Indeed, Oraif

(2018) and Moskovsky & Alrabai (2009) assert that intrinsic motivation is particularly crucial for the

successful acquisition of foreign languages. This form of motivation empowers learners to effectively

pursue their goals in EFL contexts. Additionally, Zoghi, & Malmeer (2013) highlights that many effective

EFL learning environments heavily rely on intrinsic motivation. As a result, intrinsic motivation is more

likely to persist over time, enriching both linguistic and cognitive abilities. Ultimately, intrinsic

motivation significantly influences the success of EFL learning outcomes for learners.

pursuing broader educational and personal goals.

In the context of EFL learning, extrinsic motivation is viewed unfavourably. It has historically been the

primary driving force for many EFL students, who undertake tasks based on external pressures such as

avoiding punishments, securing rewards, meeting job requirements, fulfilling duties, financial

considerations, travel opportunities, personal challenges, establishing global connections, enhancing

cognitive abilities, and gaining a better grasp of scientific concepts, among others. However, Bénabou &

Tirole (2003), Sansone & Harackiewicz (2000), and Teo et al. (1999) argue that this extrinsic motivation

often leads students to perceive EFL learning as a mere obligation, making it more challenging to achieve

meaningful progress. Therefore, relying solely on extrinsic motivation is not conducive to effective EFL

and enjoyable manner. During this event, students have the opportunity to sing, act, dance, recite poetry,

tell stories, and participate in various fun activities using the target language. Sinaga (2018) emphasized

that students’ motivation to excel in EFL was notably high, and the English Day event could significantly

improve their English proficiency through real-life interactions. Therefore, such activities should be

incorporated into school programs, even if not all participants are fluent in EFL, as it encourages practice

and learning. The English Day at Universidad de la Amazonia is developed as follows:

English Day description.

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To analyse the gathered data, we considered using the grounded theory method, as it is a suitable

approach for examining qualitative information. Notably, Jones et al. (2004), Strauss & Corbin (1997),

and Walker & Myrick (2006) assert that grounded theory enables researchers to develop new qualitative

theories based on social processes and perceptions. This method allows for a deeper exploration,

providing a clear understanding of events, and is widely used across various social fields.

In particular, Hutchinson (2004) emphasizes the relevance of grounded theory in describing and analysing

educational phenomena. Researchers employing this approach do not start with predetermined

hypotheses; instead, they follow an inductive process based on the collected data. Therefore, grounded

theory is recognized as one of the most influential data analysis approaches, offering reliable outcomes,

constructing our grounded theory. Finally, the categories that emerged from this process were organized

in the following table:

Research categories

We hold the previous information with the samples below.

Yep. I felt intrinsically motivated because. I think it’s a really good opportunity to improve my abilities to

practice with another people, and to talk just practice. I mean, I think that's it. (Sample 5).

in my case I really felt intrinsically motivated because I. I’m not seeing or having any English class, so I

decide to go. Because that type of activities or extracurricular activities intrinsically motivated me to go,

and because I consider that it is an excellent activity because it makes me feel like I want to participate, I

would like to do something for presenting them. (Sample 25).

external factors.

In this context, it is evident that the English Day serves as an alternative method to enhance the EFL skills

of undergraduates. The enjoyable and voluntary nature of the activities encourages active participation

and provides a positive environment for language practice. This intrinsic motivation, driven by the desire

to engage and have fun, plays a significant role in improving their English language proficiency.

In summary, the findings suggest that the English Day enhances undergraduates’ communicative skills

based on the intrinsic motivation they experience during these activities. This category encompasses two

subcategories: “The undergraduates feel intrinsically motivated to practice their communicative skills

that EFL students are inclined to engage in extracurricular activities as they provide entertainment while

also offering opportunities to practice English abilities. Participants in our study similarly expressed that

the English Day was conducive for them to practice their communicative skills compared to regular

classroom tasks, which they found less advantageous. Alnaeem (2021) further asserts that classroom

activities often prioritize acquiring grammar structures over actual language production.

This information underscores the necessity of implementing extracurricular activities such as the English

Day, which fosters intrinsic motivation to practice communicative skills specifically. We complement the

aforesaid information with the following notions.

According to these insights, EFL classes do not provide enough opportunities for undergraduates to

practice their English skills. Instead, they continue to follow a “traditional education” approach, as

pointed out by one of the participants. Conversely, the participant emphasized that the English Day offers

activities where undergraduates can apply their EFL skills. Additionally, considering the participants’

viewpoint, the opportunity to use the target language also benefits professors. In other words, the English

Day motivates not only undergraduates from the ELT program but also professors and others outside the

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I’m talking behalf in behalf of most of my classmates because they are over here in this degree trying to

seek out some improvement when it comes to the whole language. So, for sure they’ll be like totally

motivated intrinsically to improve. (Sample 20).

Building upon the previous notion, undergraduates feel intrinsically motivated to participate in the

English Day because it provides a space for them to explore and refine their English skills. The

participants also mentioned that undergraduates actively seek to enhance their proficiency in producing

the target language. Being part of such an extracurricular activity allows them to identify their

weaknesses and develop strategies to overcome them. This is facilitated by the English Day’s activities,

which enable practice both individually and in groups.

These activities motivate EFL students to engage with the English language, as they simulate real-life

situations where language skills are applied. The participants’ views underscore the need for real or

simulated contexts to practice their English skills, particularly the communicative aspects.

In line with the concept of the English Day as a real context, eighty percent (80%) of the interviewees

expressed feeling intrinsically motivated. It became evident that the participants did not have adequate

opportunities in their regular classes to use the language authentically. According to their perspectives,

the classroom environment did not feel like a genuine way to communicate in the target language. Thus,

when discussing the English Day, they viewed it as a real context where they could finally utilize and

produce the English language. For instance, the English Day featured activities showcasing different

Alghonaim (2021).

So, the following excerpts provide examples that illustrate what was previously discussed.

Interviewer. What are the perceptions you have got concerning the English Day as an extracurricular

activity to foster intrinsic motivation on EFL students?

Regarding with half heard from some classmates, I consider that this type of activities actually enriches or

just foster their intrinsic motivation by the thought that they were there in a truly contextualized

environment. So that's when you take a leak, how important and how useful it is English in real life. So I

that way I think that your strength and motivation can be boosted. (Sample 20)

OK, I think the university should implement more activities like English day because we as English

students need an English environment. Yeah, we don’t have any space to practice or English, so we need

an English environment. Here Florencia or even here in the university are just few environments when we

can like speak English. And most of the students are not like increasing motivation to speak in their house

or maybe they are in their house, but they cannot speak with someone. So, I do like this like English Day

With the aforementioned perspectives in mind, the participants highlighted the fundamental role of the

English Day in fostering their intrinsic motivation to use the target language. They emphasized the lack of

real contexts available to them for practicing the English language, including within classrooms, at home,

and in other spaces outside the university. Consequently, the participants emphasized the importance of

creating extracurricular activities as a means of providing authentic English environments. Specifically,

they suggested activities that simulate foreign places, such as those found in English-speaking countries.

In summary, the undergraduates indicated that they experienced intrinsic motivation when using the

English language, primarily due to the authentic environment provided by the English Day activities.

These students experienced extrinsic motivation worked under pressure, did not perform at their best, and

reported feeling more nervous. Similarly, a minority of participants in this research felt extrinsically

motivated to earn a score or solely to sign the attendance list during the development of the English Day

as an extracurricular activity. Additionally, Yusof & Abugohar (2017) suggest that extracurricular

activities involving memorization tend to elicit extrinsic motivation. Therefore, if extracurricular

activities are conducted properly, they are likely to facilitate the emergence of the most suitable type of

motivation.

Comparably, the undergraduates who experienced extrinsic motivation in our research did not feel

satisfied with activities that involved memorization, as these did not provide an opportunity for real EFL

Personally, when the English Day takes part, I feel extrinsically motivated because I was very stressed,

and I only went to it because I had to be part of an activity. Days before I worked really hard to finish that

activity, I had to paint, cook and decorate so that is not my thing. (Sample 3)

In my case, I'm not sure, but I think yes, because most of the time when we participate in the events or

their activities like that, we are focused on the grade or to sign the attendance. I mean, the activities are

fun but not when you have to put a lot of effort to present an activity. (Sample 23)

In sample 03, the participant mentions engaging in activities such as painting, cooking, and decorating for

the English Day event. However, he found the preparation for these activities stressful, which led to

This category contains the following two subcategories: “The undergraduates shifted from extrinsic to

intrinsic motivation during the English Day” and “The undergraduates felt extrinsically motivated in

activities that did not engage them.”

This subcategory illustrates how undergraduates’ extrinsic motivation shifted to intrinsic motivation

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extrinsic motivation tends to persist when engaging in traditional activities, as these often lack interaction

and entertainment. This leads students to feel obligated to complete such tasks rather than genuinely

enjoying them. Therefore, Darmawati (2022) insights suggest that students have the ability to

unconsciously transition to intrinsic motivation when learning environments offer interactive activities

that provide emotional and cognitive satisfaction. These ideas were supported by the observations during

the semi-structured interviews conducted, where participants expressed experiencing a shift in their

motivation.

This shift occurred because the engaging nature of the English Day activities encouraged undergraduates

to change their motivation. Additionally, we observed that tasks initially stimulated extrinsic motivation

Well, I’m not sure about this because umm… I went to the English day just because I had to make a

video, so basically, I was extrinsically motivated because I was part of some activities on the English day,

but then I wanted to stay and see the rest of activities during this English day on my own because they

seemed fun, so yes I was kind of intrinsically motivated at the end. (Sample 26)

In my case I felt both of them extrinsic at first because I had to go, but then it became intrinsic because I

wanted to stay and also to be part of the English day activities because they were meaningful for me.

(Sample 18)

the event due to external factors, indicating that without extrinsic motivation, many of them might not

have engaged in academic events like the English Day. Initially, the undergraduates perceived their

participation as an obligation, but later transitioned to feeling intrinsically motivated. This illustrates the

possibility of transitioning from extrinsic to intrinsic motivation, highlighting the dynamic nature of

motivation in the learning process.

subcategory emphasizes how certain activities that solely focused on input towards students influenced

their extrinsic motivation. Furthermore, this subcategory reveals that undergraduates felt extrinsically

motivated by activities that did not involve them. The outcomes of the interviews indicate that forty

encourage participation. Institutions that lack extracurricular activities often see the negative effects of

extrinsic motivation on students. These insights support the observations made previously.

It is evident that not feeling included in activities can lead undergraduates to lose focus and interest in

participating. Merely being a spectator is insufficient to engage successfully in practicing EFL.

Consequently, extrinsic motivation is promoted when undergraduates participate in activities without

genuine inner motivation, as their intrinsic desires are not fulfilled. The following statements exemplify