The Impact of the Bologna Process on Motivating University Level EFL Learners: Students' Perspectives
DOI:
https://doi.org/10.21928/juhd.v12n3y2026.pp197-206Keywords:
Bologna Process, English Language, Motivation, Student centered learningAbstract
This study investigates the impact of Bologna Process on motivating university level EFL learners from the perspectives of students in three public universities in Kurdistan Region of Iraq. Mixed method approach used to collect data from 273 EFL third year students through the use of structured questionnaire and semi structured interview at the universities of Sulaimani Koya and Raparin. According to the quantitative data , the Bologna Process had a moderately positive effect on motivation (M = 3.197, SD = 0.482), clear course structure, credits, and technology use (such as smartboards, M = 3.443) all increased students' motivation .However, difficulties like language anxiety (M = 2.986), lack of practice time, instructors' inconsistent use of BP techniques, and focus on grades were noted as obstacles to motivation. Qualitative results demonstrated that a heavy workload and exam-focused practices decreased motivation, interactive activities, varied assessments, and student-centered approaches increased engagement. In conclusion the Bologna Process offers a framework for enhancing transparency, and student-centered learning, its capacity to motivate is mostly dependent on successful pedagogical implementation and institutional supports. The results provide guidance for educators, curriculum developers, and policymakers who seek to maximize the motivational advantages of the BP in EFL higher education settings.
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