The study examines the factors that drive student motivation while performing collaborative tasks in English for Specific Purposes (ESP) classes, especially where students come from diverse academic specializations. Using a sample of university students enrolled in mixed specialization ESP courses, the study seeks to uncover which motivational elements most influence student engagement in tasks, both in traditional classroom settings and online environments. By employing a mixed-methods approach, the study leverages both quantitative survey data and qualitative interviews to explore the complex interplay of factors shaping task motivation. This combination of methods provides a nuanced understanding of how different motivational drivers affect student participation and performance.

The research identifies several key predictors of task motivation. Among these, intrinsic motivation stands out, highlighting the importance of students’ genuine interest in language tasks as a powerful motivator. Another significant predictor is the perceived relevance of ESP content to students' future career goals, suggesting that when students recognize the practical benefits of learning specific language skills related to their professional aspirations, they are more motivated to engage deeply with the material. Self-efficacy, or students’ belief in their ability to succeed in a given task, also emerges as a critical factor influencing motivation, as does the learning environment (whether in-person or online). The study finds that both settings have unique impacts on engagement, with certain motivational factors being more pronounced in specific contexts.

Furthermore, the findings emphasize the role of personalized and context-sensitive teaching strategies in fostering motivation. Instructors who tailor their approaches to the diverse needs of students and emphasize the real-world application of language skills tend to foster higher levels of engagement. The study also underscores the importance of collaborative, purpose-driven tasks that not only allow students to practice ESP skills but also strengthen their sense of belonging within the group, enhancing group cohesion and the student-teacher relationship, which, in turn, positively impacts motivation.

The study’s implications suggest that educators in mixed specialization ESP classes should focus on creating relevant, career-oriented content, authentic tasks, and fostering a supportive and collaborative learning environment. By incorporating personalized teaching methods and practical tasks that directly relate to students' future careers, educators can effectively enhance motivation, thereby leading to more successful learning outcomes in ESP contexts.

Keywords: Task motivation, ESP, blended learning.