Attitudes and motivation are crucial factors in language learning. Lack of discipline in schools is mainly attributed to the absence of these two factors. Past research has addressed two different concepts of motivation that motivate students to learn: intrinsic and extrinsic which were investigated in this study. This study aimed at finding out if task motivation and extrinsic motivation would help learning in the absence of intrinsic motivation at a school in Biqa'a (North Lebanon). The participants were all the students in two sections of Grades 11 scientific section (11SE) and literary section (11LS). Learners' scores were collected in the beginning and Questionnaires were administered to all learners and the Math and English teachers in the two classes. Questionnaires and interviews were administered after treatment and scores collected again at the end of the term. The data were analyzed quantitatively and qualitatively. The questionnaires, interviews and test results were the methods of data collection for the study. Results indicated that both concepts of motivation (intrinsic and extrinsic) had significant effects on students’ self-image and their learning outcomes. Results also indicated that in the absence of intrinsic motivation, extrinsic and task motivation could help learners to change their attitudes and improve their learning. They also showed that school administration can promote or hinder learning through their practices which could lead to negative attitudes which, in turn, lead to lack of discipline.
