Problem: One of the constructs from this unit that stood out for me is intrinsic motivation, which Ryan and Deci (2000) describe as the natural drive to engage in an activity because it is inherently enjoyable or meaningful. What struck me most is their idea that extrinsic motivation can be gradually internalized when students experience autonomy, competence, and relatedness. Based on my experience teaching ESL in Vietnam, I often notice that students begin motivated mainly by the idea of getting a high score on their final test. However, when lessons connect to their lives, such as practicing English to order food, they start to enjoy the activity itself and see English as a tool for communication rather than only a subject to pass. This tells me that I should design lessons that allow students meaningful choices and show them why the content matters. In a writing lesson, for example, I could let students choose a topic that affects their own community, such as water pollution in their city, and then guide them to write an essay about it. When students share their writing with peers, they begin to feel that their work has value. This helps to build motivation that lasts longer and is not dependent only on grades. Feeling seen and heard by your peers is a big motivator. Another construct that stood out is mastery goal orientation, which Senko (2016) describes as a focus on learning and improvement rather than proving one's ability. Need Assignment Help?