Professional-Integrative Methodological Mechanisms for Developing English Language Learning Motivation Among Non-Philological Students

Abstract

The article substantiates a professional-integrative methodological framework for developing motivation to learn English among students of non-philological programmes. The study addresses a persistent methodological contradiction: English is increasingly required for professional mobility and international communication, while many students continue to perceive it as a compulsory general-education subject weakly connected with their future professional activity. Drawing primarily on the theoretical and methodological findings of a doctoral dissertation and supported by internationally established research on self-determination, second-language motivation, English for Specific Purposes (ESP), Content and Language Integrated Learning (CLIL), communicative language teaching and active learning, the article conceptualises motivation as a dynamic system of cognitive, affective-value and activity-related components. The proposed framework integrates five mutually reinforcing mechanisms: professional-value contextualisation, communicative-action activation, content-language integration, digital-autonomous learning support, and reflective-feedback internalisation. These mechanisms are operationalised through authentic professional materials, case studies, project work, role plays, problem-based tasks, CLIL elements, digital resources and formative reflection. The framework explains how external educational requirements can be transformed into more autonomous and professionally meaningful motives when learners experience relevance, competence, agency and social interaction. The resulting model offers a theoretically grounded basis for designing English courses for non-philological students and for aligning language instruction with future professional communication, independent learning and sustainable motivation.