Abstract
This study aims to explore the dynamics of motivation in learning English as a second language (ESL) among university students in Bangladesh, focusing on how motivation evolves and the influences of cultural interest, native accents, and self-awareness. A qualitative approach was employed, involving in-depth, semi-structured interviews with five university students from Bangladesh. Thematic analysis was used to identify patterns and themes related to the participants' motivation and learning experiences integrating Gardner’s socio-educational model, Dörnyei’s L2 Motivational Self System, and Deci and Ryan’s Self-Determination Theory (SDT). The study found that students' motivation to learn English evolves from extrinsic motivations, such as academic requirements, to intrinsic motivations driven by personal and professional aspirations. Cultural exposure and fascination with native accents significantly enhance motivation and engagement. Self-awareness and alignment with personal goals play crucial roles in sustaining motivation. This research provides a detailed analysis of motivational factors in ESL learning in a non-Western context. It highlights the dynamic nature of motivation and the importance of cultural and personal relevance. It offers valuable insights for educators and policymakers to develop strategies that foster and sustain motivation among ESL learners.