ABSTRACT

ABSTRACT: This study adopted the Self-Determination Theory (SDT) (Deci & Ryan 1985) to examine EFL hospitality and tourism students’ L2 learning motivation. By analyzing interview data obtained from four EFL hospitality and tourism students, this study focuses on their English learning motivation from the SDT perspect. These students were sophomores and studied in the University Hospitality and Tourism in Taiwan. The findings reveal that the learning environment and teachers’ teaching style can facilitate or undermine learners’ English learning motivation. Besides, the learners can gain satisfaction from intrinsically motivated task engagement. The learners also become self-determined because they see the English learning relevance to their future job based on the concept of identified regulation. Finally, participants think it is right and suitable for them to be members of the English-speaking community according to integrated regulation. The study provides pedagogical implications on how to enhance non-English major students’ motivation to learn English.