An In-Depth Analysis of EFL Students' Motivation in Writing an Undergraduate Thesis: A Self-Determination Theory

Fathia Afray Vita Oktavia, Sonny Elfiyanto, Eko Suhartoyo

Abstract


This study explores the motivation of EFL undergraduate students in writing their undergraduate thesis using the Self-Determination Theory (SDT) as the theoretical framework. Employing an explanatory sequential mixed-methods design, the research involved 51 students from the English Education Department at Universitas Islam Malang through questionnaire distribution and follow-up interviews with two selected participants. The findings revealed seven dimensions of motivation: intrinsic (to know, to accomplish, stimulation), extrinsic (external regulation, introjected regulation, identified regulation), and amotivation. Among them, intrinsic motivation emerged as the strongest, indicating students’ deep interest in learning and completing their undergraduate thesis. The study also identified significant challenges such as procrastination, difficulty in selecting a topic, and unconstructive communication with supervisors. To overcome these, students applied strategies including personal time management, resource organization, and emotional support from family. This research contributes to a deeper understanding of the role of SDT in academic writing motivation and offers practical insights for both educators and students.

Keywords: Motivation, undergraduate thesis writing, Self-Determination Theory (SDT), EFL students


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References


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