The Connection Between Faith-Based Values and Learning Motivation in English Language Education

Abstract

This article examines the dynamic relationship between values derived from religious beliefs and learning motivation in the field of English Language Education. Unlike research that relies on primary data, this study adopts a qualitative literature research methodology to examine and synthesize various previous theories and empirical findings in the fields of religious psychology and foreign language learning motivation. The core of this discussion argues that religious beliefs can serve as a profound psychological foundation and drive students' intrinsic motivation in learning a foreign language. Through thematic analysis, three main mechanisms were identified that mediate this relationship: instrumental piety, where English is viewed as a tool for religious purposes such as proselytizing; religious learning ethics, which apply religiously-taught values such as perseverance and discipline into the learning process; and the formation of a contributive identity, which motivates students to master English in order to contribute to their religious community globally. The implications of this study emphasize the need for pedagogical approaches that acknowledge spiritual dimensions as an integral part of learning motivation. Thus, this article not only enriches the theoretical discourse on foreign language motivation but also offers a conceptual basis for developing more meaningful and contextual learning environments in educational institutions based on religious values.