KURS ISHI

INTRODUCTION . According to the Ministry of Higher Education, Science and Innovations, only 14% of university graduates achieved B2 level or higher in English language proficiency tests in 2023, falling short of the national target of 25% by 2025 [1]. Furthermore, a recent report by the State Committee on Statistics revealed that only 8.7% of the general population in Uzbekistan claims to be proficient in English, despite its increasing importance in the globalized economy and international relations [2]. Addressing this shortfall is crucial for fostering economic development, improving international competitiveness, and enabling greater access to global knowledge resources for the Uzbekistani populace. The contemporary educational landscape, marked by rapid technological advancements and evolving global communication needs, necessitates a profound re-evaluation of language teaching methodologies, particularly concerning motivational strategies. Despite significant investment in language education, persistent challenges such as high attrition rates in language courses, suboptimal engagement levels among students, and a perceived lack of practical applicability of learned language skills remain prevalent. The complexities of fostering sustained enthusiasm and dedication in language learners, especially in contexts where English is a foreign language, present an unresolved pedagogical dilemma. Therefore, investigating and implementing robust motivational strategies is not merely an academic exercise but a practical necessity to bridge the gap between policy goals and actual learning achievements, ultimately empowering learners to achieve higher levels of language proficiency and sustained engagement. Zoltan Dörnyei, a preeminent figure in the field, has extensively researched motivational psychology in second language acquisition, notably developing the L2 Motivational Self System (L2MSS), which posits that learners' motivation is shaped by their Ideal L2 Self, Ought-to L2 Self, and L2 learning experience [3]. Similarly, Richard Ryan and Edward Deci, through their Self-Determination Theory (SDT), have illuminated the critical roles of autonomy, competence, and relatedness in fostering intrinsic motivation, suggesting that supporting these basic psychological needs can significantly enhance engagement and persistence in language learning [4]. Furthermore, Csi ...