Abstract
EFL classrooms, and provides insights for educators and policymakers seeking to promote motivation and engagement among EFL learners in similar contexts.Keywords: motivation, passive student, EFL classrooms, teacher support, classroom dynamics.IntroductionThe endeavor of comprehending the labyrinthinedynamics of motivation among language learners has been a longstanding concern for researchers, educators, and policymakers in the field of English as a Foreign Language (EFL). As the world becomes increasingly interconnected, the ability to communicate effectively in English has become a vital skill for individuals seeking to participate in the global community. However, despite the growing importance of English language proficiency, many students in EFL classrooms struggle to develop and maintain the motivation necessary to achieve their language learning goals.In the Libyan context, where English is taught as a foreign language, the question of promoting motivation among EFL learners isparticularly pronounced. The English Department at the Faculty of Languages at Tripoli University, like many other institutions in Libya, faces significant challenges in nurturingstudent motivation and engagement in EFL classrooms. Despite the importance of English language proficiency for Libyan students, many struggle to develop and maintain themotivation necessary to meet the needs behindtheirstruggle to learn the language.This study aims to investigate the motivation among passive studentsin EFL classrooms at the English Department at the Faculty of Languages at Tripoli University. Passive students, in this context, refer to students who are enrolled in EFL courses but do not actively participate in classroom activities, such as attending classes, completing assignments, and engaging in discussions. By exploring the internal and external factors that influence motivation among passive students, this study seeks to provide a nuanced understanding of the complex dynamics of motivation in EFL classrooms