In Myanmar, English language learning primarily takes place in EFL learning centers rather than government schools due to the limited proficiency of many students. Since 2021, socio-political factors have significantly disrupted the education system, leading many Myanmar students to drop out of high school and seek alternative educational opportunities. While school dropouts are generally perceived as a negative outcome, enrolling in EFL learning centers reflects an aspect of motivation. This study examines the role of motivation within the Self-Determination Theory (SDT) framework among Myanmar high school dropout students who continue learning English. Specifically, it explores the underlying motivational factors and their impact on students' engagement with EFL learning. The study involved nine Myanmar high school dropout students who have attended or are currently attending English language classes in various cities. Data were collected through online and face-to-face interviews, focusing on students’ experiences in learning English. Findings indicated that motivation in EFL learning is driven by inner spark, doors of opportunity, and loss of momentum in formal education, alongside the SDT elements of pursuing purposeful path, empowerment through growth, connections and expanding aspirational horizons. The results also suggest that students exhibit a high degree of autonomous motivation in their learning and develop stronger social engagement compared to their previous educational experiences. Additionally, while some students are motivated to pursue further education, others express a strong desire to contribute to their communities. Overall, the study highlights that Myanmar high school dropout students demonstrate motivation in learning English both to achieve personal goals and to support their society. These findings underscore the need for<br>iv<br>socio-cultural, metacognitive, and technology enhanced teaching approaches tailored to the autonomous learning styles of these students.
