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Intrinsic and Extrinsic Motivation in Language Learning 
A widely cited distinction of motivation in learning a language is intrinsic 
motivation and extrinsic motivation, whether it comes from inside and outside. 
Harmer (2001:51) points out that intrinsic motivation is that which comes from 
within the individual in which a person might be motivated by the enjoyment of the 
learning process itself or by a desire to make themselves feel better. The extrinsic 
motivation, on the other hand, is that which comes from outside factors, for example, 
the need to pass an exam, the hope of financial reward, or the possibility of future 
travel. In a broad sense, Lai (2011) states that intrinsic motivation is animated by 
personal enjoyment, interest or pleasure, whereas reinforcement contingencies 
govern extrinsic motivation. Thus, the intrinsic motivation in English language 
learning is about the enjoyment of language learning itself, whereas extrinsic 
motivation is driven by external factors such as academic requirements or rewards 
and punishments. As a result, with intrinsic motivation, a language learner is 
encouraged to do a task or engage in a classroom activity purely because of 
enjoyment or fun, whereas with extrinsic motivation, in contrast, a language learner 
is encouraged to do a task or engage in a classroom activity mainly because doing so 
will yield some kind of reward or benefit upon completion, 
In an educational program, it is claimed that intrinsic motivation is more 
powerful than extrinsic motivation. Intrinsic motivation is considered to result in 
better learning outcomes than extrinsic motivation. However, in an EFL program, 
most of the language learners engaging in learning activities are driven by external 
motivations. Harmer (2001:51) points out that even where the original reason for 
taking up a language course, for example, is extrinsic, the chances of success will be 

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VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
significantly enhanced if the students come to love the learning process. A study 
conducted by Vansteenkiste, Lens, and Deci (2006) demonstrated that natural goal 
framing (compared to extrinsic goal framing and no-goal framing) produced deeper 
engagement in learning activities, better conceptual learning, and higher persistence 
at learning activities. 
In his article in the anthology of current practice in methodology in language 
teaching, Brown (2002:13) states that sometimes, reward-driven behavior is 
dependent on extrinsic motivation. However, a more powerful category of reward is 
one which is intrinsically driven within the learner. He adds that when behavior 
stems from needs, wants, or desires within oneself, the behavior itself has the 
potential to be self-rewarding. In such a context, externally administered rewards are 
unnecessary; learners are likely to maintain the behavior beyond the immediate 
presence of teachers, parents and other tutors. In a similar view, Maslow (1970) as 
cited in Brown (2000:76) states that once the learners are internally motivated, no 
matter what extrinsic rewards are present or absent, they will strive for self-esteem 
and fulfillment.