Why Students Choose English Studies at an Islamic University

Abstract

This study investigates students’ perceptions and motivation in choosing English Studies at an Islamic university, offering an interdisciplinary perspective on educational aspirations in the digital era 5.0. Employing a quantitative research design complemented by qualitative insights, data were collected from (N = 96) undergraduate students through a structured questionnaire grounded in motivation theory and followed by semi-structured interviews with selected participants. Quantitative data were analyzed using descriptive statistics (mean scores) to identify motivational patterns, while qualitative data were thematically analyzed to enrich the interpretation of students’ academic choices. The findings reveal strong intrinsic motivation (mean score: 80%) and high autonomous motivation (mean score: 73.75%), whereas extrinsic valuation (mean score: 60%) and controlled motivation (mean score: 47%) were at a moderate level. Interview findings indicate that students’ decisions were primarily influenced by personal interest, the perceived relevance of English in the contemporary digital landscape, and future career aspirations. From an interdisciplinary standpoint, English is viewed not merely as an academic discipline but as a strategic medium for accessing global scientific and digital knowledge. These findings underscore the role of English Studies at Islamic universities in fostering interdisciplinary learning and preparing students for meaningful participation in the digital era 5.0 within an Islamic educational context.