Tertiary students' English language learning motivation: A systematic review
May May Aung1, Marianne Nikolov2
1Doctoral School of Education, University of Szeged, Hungary.
Acta Psychologica
|November 6, 2025
Summary
Research highlights key factors influencing tertiary students' English learning motivation. Understanding intrinsic, extrinsic, and self-related factors is crucial for enhancing second language acquisition (SLA) and academic success.
Area of Science:
- * Second Language Acquisition (SLA)
- * Educational Psychology
- * Applied Linguistics
Background:
- * Tertiary students represent a significant demographic in second language (L2) motivation research.
- * Understanding English as an additional language (EAL) motivation is critical for academic success.
- * Previous research has explored various motivational theories and factors.
Purpose of the Study:
- * To identify research gaps in tertiary students' English L2 motivation.
- * To synthesize existing literature on factors influencing EAL motivation in higher education.
- * To provide a foundation for future research directions in L2 motivation.
Main Methods:
- * Systematic literature review adhering to PRISMA guidelines.
- * Searched Web of Science, Scopus, and Google Scholar databases.
- * Synthesized 46 studies published between 2014 and 2024.
Main Results:
- * Self-determination theory and Dörnyei's L2 motivational self system are dominant theoretical frameworks.
- * Quantitative research designs, particularly questionnaires and interviews, are prevalent.
- * Intrinsic, extrinsic, integrative, instrumental motivation, and L2 self-concepts significantly correlate with motivation and achievement.
Conclusions:
- * Gaps exist in understanding longitudinal changes in motivation and engagement with diverse tasks.
- * Further research is needed on the interplay between L2 motivation, grit, and extramural English.
- * Future studies should explore nuanced motivational dynamics in tertiary EAL contexts.
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