Ahmed Draia of Adrar Faculty of Art and Languages Department of English Language and Literature

 
Key words: 
Motivation, Learning, English, online learning, in-person learning. 
Résumé 
La motivation est l'essence même de l'apprentissage. C‟est encore plus vrai dans les deux cas. 
En effet, la motivation donne l'envie de compléter l‟apprentissage de nouvelles connaissances 
pour avancer dans le processus d'apprentissage. La recherche actuelle étudie la relation entre la 
motivation et l'apprentissage de l'anglais en ligne et en personne chez des étudiants en anglais à 
l'Université d'Adrar. Un questionnaire a été administré à 30 étudiants. Utilisation d'une 
statistique descriptive et d'une analyse corrélationnelle afin de révéler la motivation des 
étudiants en langues étrangères à apprendre en personne ou en ligne. Les résultats montrent que 
la motivation fournit la poussée essentielle pour initier un processus d'apprentissage des langues 
réussi. 
Mots Clés : Motivation, Apprentissage, Anglais, apprentissage en ligne, apprentissage en 
personne. 

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General Introduction
The study and development of language by learners have always been a fascinating and 
an important topic that has drawn the attention of many scholars. The increasing use of English 
language in the world makes it the lingo of technology, science, and business. It becomes the 
universal medium of high education. In this regard, Cook argues,“In recent years the growth of 
English has been further accelerated by starting expansion in the quantity and speed of 
international communication.” (2003: 25). Since it serves as the language of globalization, 
knowing English is a necessity as stated by David Crystal;“English as a global language has 
proved itself to be taught and learned by people from all across the world. In many countries 
English is usually taught as a second language and there is a big demand for knowledge to 
speak.”(2003:22) 
On the other hand, motivation is claimed as a complex variable beside others such as
self-
esteem and self- confidence, inhibition and risk-taking, imitation, attitude and anxiety 
that might 
influence learners‟ L2 achievement as well as their frequency in use. The current study 
determines the role of student motivation in English language learning online and in-person. 
This study aims to examine motivation in online learning environment compared to in-person 
one. The participants of this research are students of first year at the department of English, at 
the University of Adrar. Based on the study's specified goals we attempt to answer the 
following questions: 
1. What are the factors affecting students' attitudes towards learning English at the university of 
Adrar? 
2. What is the difference
s
between learning online and in-person? 
3. How does motivation affect students' English language development? 

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4. What challenges they face in both online and in-person learning 
This present research tackles students' motivation in learning English as a foreign language 
online compared to in-person (face-to-face). As well as discovering students' attitudes and 
preferences in terms of English language learning at the University of Adrar and figuring out 
the different challenges they face in both cases of learning. 
Because of the study's hybrid character, which includes both linguistic and affective aspects of 
language learning, through this research, we attempt to provide beneficial data that will pave 
the way for further experiments. It helps better understand foreign language learning, 
motivation, challenges and skills among students at the English Department in Adrar. In 
addition to highlighting their experience in online learning which was required by the current 
circumstances of the pandemic. The result will be useful for students, teachers, and material 
designers. It will assist students in comprehending the interdependence of social psychological 
factors that may affect their attainment and proficiency. Teachers should use the results to 
recognize individual gaps in students' understanding and use of English, as well as to devise FL 
teaching pedagogy that can improve students' learning motivation in both environments. 
Finally, material designers could be more knowledgeable about the motivating and learning 
skill demands of English learners in the EFL sense. 

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