An interpretative phenomenological analysis of EFL learning motivation of first-year undergraduates

Introduction. The COVID-19 pandemic (hereinafter referred to as the ‘pandemic’) caused many countries’ educational systems temporarily switch online instruction, with no time prepare teachers, students and learning materials. This study is aimed at tracing changes in motivational behavior English a foreign language (EFL) of ten first-year Russian undergraduates majoring Physical Education Sports (they experienced face-to-face which was abruptly changed into mode). Materials Methods. For this purpose, Interpretative Phenomenological Analysis (IPA) semi-structured interviews targeted (non-randomized) homogeneous sample conducted. Using bottom-up analysis, codes were cataloged identify some patterns. Results. It found that generally positive about their motivation learn EFL remained positive. following themes revealed: 1. Positive feeling towards course university; 2. Having image L2 selves means obtaining important professional information; 3. Being motivated by group-mates other students’ progress acquisition; 4. Feeling move instruction more diverse authentic materials are available classroom; 5. Becoming independent learning. Conclusions. researchers conclude while distance learning, affected direct drivers had changed. After entering university, factors influence – former classmates new groupmates’ English. switching these substituted understanding own value learners, since be active finding processing attitude getting information unchanged stable. Linguistic competence understood an advantage future career, not communication. A based on its practical benefits (time saved way comfortable from home, etc.). Fears insecurities associated problems teaching during do affect academic subjects.