This study explores the motivations behind Chinese students' daily spoken English use, focusing on intrinsic and extrinsic factors that influence language acquisition. Semi-structured interviews were conducted with six graduate English students from Harbin University of Science and Technology using a qualitative approach. The findings indicate that while extrinsic factors such as career goals and academic requirements drive many students, intrinsic motivations, particularly autonomy, play a significant role in language learning. Autonomy emerged as the most influential factor, with students expressing a strong desire for control over their learning process. Competence and relatedness were also considered motivators, though they had less impact than autonomy. Cultural identity was found to moderate the relationship between intrinsic and extrinsic motivations. This study contributes to existing literature by highlighting the importance of intrinsic motivation in language learning curricula and its impact on student engagement and English proficiency.

KEYWORDS

Extrinsic motivation, Intrinsic motivation, Language learning, Oral English

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