Abstract

The issue regarding which motivation has greater influence among students has been a true concern for foreign language researchers over the past decades. The present article strived to identify and analyze whether instrumental or integrative motivation has a greater influence on the process of learning the language for English as Foreign Language (EFL) students. According to this purpose, first, 20-item motivational questionnaire and open-ended questions concerning which language skills are challenging for students were developed. Second, two students studying at the Tashkent State University of Law were chosen as the subjects of the investigation. Third, the investigator administered the questionnaire to the selected participants and requested them to complete it. Finally, the researcher analyzed the collected data of the research. The findings of this article indicate that the altitude of instrumental motivation of EFL students is superior in comparison to integrative motivation and instrumental motivation mostly affects the students’ foreign language learning process. According to these findings, certain recommendations are proposed to motivate students to learn English.