The Student’s Perception of Using Muzak in Enhancing English Language Learning Motivation

Abstract

This study explores students' perceptions of using Muzak (soft, non-lyrical background instrumental music) to enhance learning motivation in English Language Learning (ELL). Grounded in Self-Determination Theory (SDT), this qualitative study examines how subtle auditory environments support the psychological needs of autonomy, competence, and relatedness among first-year EFL students. Methodological triangulation was employed, combining semi-structured interviews as the primary method with observation and documentation. The participants consisted of five first-year English Education students at Universitas Negeri Gorontalo. The thematic analysis revealed that four out of five participants perceived Muzak positively, noting that it provided significant emotional comfort, reduced language anxiety, improved cognitive focus, and fostered a less monotonous learning atmosphere. Conversely, one participant experienced Muzak as a cognitive distraction, preferring absolute silence for language processing tasks. The findings suggest that while Muzak serves as an effective contextual support to sustain intrinsic motivation, its implementation should remain flexible to accommodate individual sensory preferences and diverse learning styles.