Internal Motivation vs. Learning Environment Support in EFLEvidence from Students with Diverse Learning Needs across four European countries

MARIANTHI KARATSIORI^1*Trisevgeni Liontou²Ewa Domagala-Zysk³Mojca Poredos⁴Milena Košak Babuder⁴Karin Vogt⁵

• ¹University of Macedonia, Thessaloniki, Greece
• ²National and Kapodistrian University of Athens, Athens, Greece
• ³The John Paul II Catholic University of Lublin, Lublin, Lublin Voivodeship, Poland
• ⁴University of Ljubljana, Ljubljana, Slovenia
• ⁵Heidelberg University of Education, Heidelberg, Baden-Wurttemberg, Germany

This mixed-methods study investigates the relationship between Learning Environment Support and internal motivation among students with diverse learning needs in English as a Foreign Language (EFL) classrooms across four European countries. Drawing from a sample of 95 students in Greece, Germany, Slovenia, and Poland, the research examines how teacher support, peer collaboration, and technological tools influence language learning experiences of students with visual impairments, hearing impairments, physical disabilities, and specific learning difficulties. Through quantitative analysis of Foreign Language Enjoyment Scale data and qualitative interviews, the study reveals an important finding: students' internal motivation appears to be independent of both teacher and peer support, suggesting that family encouragement may play a crucial role in sustain ing their language learning journey. The research identifies critical gaps in technological support and training, with many students reporting limited access to specialized instruction in using assistive technologies effectively. Students across all countries emphasized the need for consistent technical support, accessible digital materials, and teachers trained in inclusive practices. Qualitative findings highlight the importance of structured environments, multimodal learning approaches, and flexible asse ssment strategies. Analysis of student interviews reveals varying preferences for individual, pair, and group work based on specific learning needs and classroom contexts. The study concludes that while students demonstrate strong internal motivation, likely fostered by family support, educational systems must enhance support mechanisms, particularly in technology integration and teacher training, to create more inclusive language learning environments. These findings have significant implications for educational policy and practice in inclusive language education.