Introduction

Motivation can be defined as a need or desire that has the ability to shape and influence
behaviour (Myers, 2001, as cited in Shirkey, 2003). The study of motivation has been influenced by
various psychological theories. Each of these theories state different sources of motivational needs,
and each have certain drawbacks. Motivation comes from different sources which is claimed to have
an influence regardless the learning setting to be formal or informal. Motivation is an important
aspects in learning as it affects how successful language learners are. This is supported by Gardner
(1979) which he concludes that motivation is one of variables that has a significant influence towards
students’ learning of L2.

Self-determination theory believes that motivated actions are driven either self-determined or
controlled. Self-determined actions are categorized as the actions that individuals choose freely and
desire to do. This means that the only reward that they receive by doing it comes from one’s
enjoyment and interest i.e intrinsic motivation. On the other hand, controlled actions are those
triggered by an external force in which resulting from extrinsic motivation ((Brophy, 2004)

Intrinsic motivation is related to personal desire in accomplishing a task. Deci (1975) defines
intrinsic driven activities are those activities that do not bring any reward except the satisfaction of
doing the activity itself. According to Brophy (2004), students are more likely to experience intrinsic
motivation in an environment that fulfill the satisfaction of their needs. Moreover, according to
researches, it is believed that intrinsic motivated learning tends to be more valuable that extrinsically
driven one (Deci and Ryan, 2000). Topalov (2011), added that extrinsically motivated action is not
because they enjoy it or find satisfaction doing it but because of the reward that is available in their
environment. Extrinsic goals can vary from short-term goals (good grades, prizes from the teacher and
parents, participation in competitions, etc) to long-term ones (possibility of winning scholarships,
better job opportunities, higher social status, etc).

Apart from intrinsic and extrinsic motivation, self-efficacy as individuals’ beliefs in their
abilities to perform a task (Bandura, 1986) proves to be a core variable in learners’ performance. He
added that self-efficacy play a vital role in predicting learners’ performance in educational contexts
(Bandura, 1997). In this theory, learners have the ability to affect and shape their environment
positively. Thus, individual’s self-efficacy to perform a task determine the involvement and efforts in
completing a task (Bandura, 1999, Schunk 2003).

English has become a great importance in the world and has become one of the strong
requirements to enter in education as well as in working sectors. Therefore, English language
education is currently a compulsory requirement for education at all levels in China (Niu and Wolff's,
2005). There are attempts to upgrade the standard of English proficiency among the learners in China
before they enrolled in the University or even employed by the companies ( Hu, 2002, 2005a).
According to latest measurement of the English Proficiency Index (EF EPI), China is at the 47th place
out of 88th ranking and has been marked with low proficiency level. There has been a vast debate in
searching for primary reasons pertaining to this issue in order to improve their proficiency level. One
of the underlying reason is the lack of motivation of the China’s students in improving themselves in
learning English.

There has been steps taken by the education authority in order to increase students’
motivation as well indirectly affecting their proficiency level in English. One of the steps taken is by
offering English learning opportunities courses abroad. For example, by taking English Level
Proficiency Class (ELPC) in University Pendidikan Sultan Idris, Perak, Malaysia. ELPC is a course
where international students can take to improve their proficiency level. There are 4 levels of ELPC
from level 1 to level 4. In order to place them in this level, students need to sit for a placement test
which will determine their matched level for the class. ELPC level 1 is equivalent to Common
European Framework for Reference (CEFR) A1, level 2 for CEFR (A2), level 3 for CEFR (B1) and
level 4 for CEFR (B2). The materials use for this course is mainly taken and adopted from the CEFR
material in which helps to achieve the end goal for each level. Besides, ELPC is to prepare the foreign
learners in taking The International English Language Testing System (IELTS) as well as preparing
them for their tertiary education.

This paper is to identify the intrinsic and extrinsic motivation of the ELPC student and to
examine the self-efficacy of the ELPC students in order to investigate the motivation factors
influencing the academic achievement of the ELPC students as well as to figure out the more
influential factors (intrinsic or extrinsic) towards the academic achievement.