• N. V. Khamuliak

Ключові слова:

students, teachers, intrinsic motivation, extrinsic motivation, syllabus


The purpose of this article is to explore the role of teachers in promoting students ’ motivation and its influence on students ’ overall success. Due to the recent increase in popularity of distance learning, abundancy of various online courses and avail­ability of easily accessed information the role of teachers in the learning process is being diminished. However, a close study of the factors which motivate students’ learning proves that teachers ’ role is crucial for both academic and social success. The research also identifies the main types of motivation such as intrinsic and extrinsic with the former being of greater importance for students ’ success as it causes the desire to learn without any external pressure or rewards. This motivation may be influenced for the benefits of the students by means of adequate teacher’s guidance.


Green S. K. Using an expectancy-value approach to examine teachers’ motivational strategies / S.K Green // Teaching and Teacher Education. – 2002. – № 18. – P. 989-1005.

Lei S. A. Intrinsic and Extrinsic Motivation: Evaluating Benefits and Drawbacks from College Instructors’ Perspectives / S.A. Lei // Journal of Instructional Psychology. – 2010. – № 37(2). – P. 153-160.

Richard M. Ryan and Edward L. Deci. Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being / Richard M. Ryan and Edward L. Deci // University of Rochester. American Psychologist. – 2000. – № 55(1). – P. 68-78.

Syllabus for the Course “Foreign Language for Specific Purposes” / Lviv National Polytechnic University // Lviv. – 2016.

Palmer D. Research Report.A Motivational View of Constructivist-informed Teaching / D. Palmer // University of Newcastle, Australia, International Journal of Science Education. – 2005. – № 27(15). – P. 1853-1881.

Richard M. Ryan, Edward L. Deci. (2000) Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions / Richard M. Ryan, Edward L. Deci // Journal of Contemporary Educational Psychology. – 2000. – № 25 (1). – P. 54-67.