Abstract

This study investigates how the high-conflict and low-conflict areas in Palestine affect high school students’ motivation to learn English-speaking skills and uncovers how conflict shapes the students’ insights on English-speaking skills. While there are several studies about the general impact of conflicts on education and learning English, little attention has been paid to their specific influence on enhancing oral proficiency in English, a key global language. Grounded in self-determination theory (SDT) and Dörnyei’s motivational theory, a qualitative case study was applied for this study, using semi-structured interviews as the data collection tool with ten high school students, five from high-conflict areas, as well as five from low-conflict regions to assess their motivation levels and the challenges they face specifically in speaking English within their unique sociopolitical and educational contexts. The research revealed that students in high-conflict areas predominantly exhibit extrinsic motivation driven by the need to overcome socioeconomic barriers. In contrast, those in low-conflict areas show greater intrinsic motivation stemming from personal interests and long-term goals. The findings emphasize perceptions that can enlighten educators and policymakers in producing effective language instruction strategies customized to reflect these students’ unique challenges.