<![CDATA[Students’ learning motivation serves as an essential factor influencing their level of engagement and achievement in English language learning. However, students may experience different motivational characteristics depending on the learning environment, particularly between formal classroom instruction and extracurricular English activities. Therefore, this study aimed to compare students’ learning motivation in regular English classrooms and extracurricular English activities based on the framework of Self-Determination Theory. The research adopted a quantitative comparative approach with participants of grade XI and XII at MA Sawah Dangka, an Islamic boarding school in Bukittinggi, West Sumatra, Indonesia. Data were collected through a 30-item questionnaire covering esigned to assess six aspects of motivational regulation, including amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation.. The collected data were analyzed using descriptive statistics and Independent Samples t-Test through IBM SPSS Statistics. The descriptive analysis revealed insights into students’ levels of learning motivation, indicating that in the regular English classroom was at a moderate level, while students’ learning motivation in extracurricular English activities was at a high level. The Independent Samples t-Test analysis demonstrated that revealed a significant difference in students’ learning motivation between the two groups (Sig. 2-tailed < 0.05), indicating that students participating in extracurricular English activities demonstrated higher motivation than those in the regular English classroom. In conclusion, extracurricular English activities provide a more motivating learning environment compared to regular classroom instruction.]]>
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