This degree paper aims to examine the factors that influence upper secondary school students’ motivation to learn English. Motivation plays an important role in language learning and influences students’ engagement, participation, and learning in the classroom. Since motivation can be affected by both individual and social factors, it is relevant to investigate which aspects of teaching may influence students’ motivation in English education. This degree paper aims to investigate both motivating and demotivating factors in English education. More specifically, the study examines how students perceive different aspects of teaching, such as feedback, the classroom environment, tasks, and teacher support, and how these factors influence students’ motivation to learn English.

A quantitative approach was used via a web-based questionnaire administered to upper secondary school students. The questionnaire included both closed- and open-ended questions to collect information about students’ experiences, perceptions, and attitudes regarding motivation in English education. Overall, this degree paper aims to deepen the understanding of the factors influencing students’ motivation in English education and how teachers can create more supportive learning environments.