Language Learning Motivation in Educational Contexts
Summary
Motivation in language learning refers to the complex interplay of individual drives, affective factors and contextual influences that steer learners toward acquiring additional languages. The field has long distinguished between intrinsic motivation, where learners engage in study for the inherent satisfaction of mastering a new language, and extrinsic motivation, where external rewards or pressures shape engagement. More recent frameworks, such as self-determination theory and the L2 Motivational Self System, emphasise the role of autonomy, perceived competence and relatedness, as well as the envisioned ideal self as a second-language speaker. Contextual elements—classroom climate, teacher support, task design and peer interaction—mediate the activation and sustainment of motivational orientations. Sociocultural factors, including integrative desire to connect with target-language communities and instrumental goals tied to career or academic advancement, exert additional influence. Crucially, motivation operates dynamically, fluctuating over time and across tasks, with longitudinal evidence highlighting distinct trajectories for different learner profiles. Practical application of this research has informed curriculum design, teacher training and learner autonomy strategies, demonstrating the global significance of motivation as both a predictor of success and a lever for educational innovation.
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Language Learning Motivation in Educational Contexts publication trend
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Technical terms
Intrinsic motivation: Engagement driven by personal interest or enjoyment in the language learning process rather than external reward.
Extrinsic motivation: Engagement propelled by external factors such as grades, career prospects or social approval.
Self-Determination Theory: A framework positing that autonomy, competence and relatedness are fundamental psychological needs supporting motivation.
L2 Motivational Self System: A construct comprising the ideal L2 self (aspirational identity), ought-to L2 self (sense of duty) and learning experience (immediate educational context).
Integrative motivation: A desire to integrate socially or culturally with speakers of the target language community.
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