<![CDATA[This study investigates the motivational dynamics of rural students learning English as a Foreign Language (EFL) at SMPN 1 Sawit Seberang, Indonesia. Grounded in Dörnyei’s L2 Motivational Self System and Gardner’s socio-educational model, the research explores how individual and contextual factors shape language acquisition in marginalized settings. Employing a qualitative explanatory design, data were collected through questionnaires, interviews, and observations from 30 eighth-grade students selected via purposive sampling. The findings reveal that the Ideal L2 Self emerges as the most dominant motivational force, with over half of the participants envisioning English proficiency as a vital tool for future vocational and academic advancement. Furthermore, the immediate L2 learning experience, particularly interactive teaching methods and extracurricular activities, significantly sustains student engagement. Conversely, the Ought-to L2 Self, driven by external familial obligations, plays a comparatively moderate role. Notably, the study uncovers a unique preservation-oriented integrative motivation, where students value English to promote their local cultural heritage globally. These insights underscore the necessity for educators to design context-responsive pedagogical strategies that nurture students' future selves while addressing rural infrastructural deficits.]]>
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