Motivational Factors Influencing French Language Learning Among Undergraduates at Ahmadu Bello University, Zaria

Learner motivation is widely recognised as one of the most consequential variables in second language acquisition, yet its specific configuration among Nigerian undergraduate French learners remains underexplored relative to the existing literature from European contexts. This study investigates the motivational orientations, attitudes, and goal structures of undergraduate French language students at Ahmadu Bello University, Zaria, drawing on Gardner's socio-educational model and Dornyei's L2 motivational self system as theoretical reference points. A mixed methods design combined a validated motivation questionnaire administered to 180 first and third year students with semi-structured interviews conducted with twenty purposively selected participants. Descriptive statistics, factor analysis, and thematic coding were used in data analysis. Results reveal that instrumental motivations, particularly employment prospects in diplomatic service, international organisations, and West African commerce, are the dominant drivers of French language study at ABU Zaria. Integrative motivations related to francophone cultural identification were significantly weaker. Students in their third year reported a marked decline in motivational intensity compared to first-year counterparts, suggesting attrition associated with pedagogical factors and delayed career outcome realisation. The study recommends incorporation of authentic French-medium activities, study abroad opportunities, and professional development showcases to sustain motivation across degree years. Keywords: motivation, French language learning, Ahmadu Bello University, instrumental orientation, L2 motivational self system