Motivating Language Learners: A Systematic Review of Motivation Theories in ESL Education
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This systematic literature review (SLR) examines the integration of motivation theories in teaching English as a Second Language (ESL) from 2020 to 2025, understanding how motivation theories influence learners’ interaction and engagement by addressing the developing and pedagogical needs through contemporary and technology-based strategies in a student-centered environment. Using the PRISMA framework, 20 studies were chosen after screening for final analysis from Google Scholar and Education Resources Information Center (ERIC). Results show that the concepts of L2 Motivational Self System, Self-Determination Theory, and Expectancy-Value Theory remain crucial in understanding and influencing ESL learning motivation. These concepts emphasize the need for learners to develop interest and sustained enthusiasm by adapting autonomy and competence, and incorporating diverse global contexts for personal growth. Overall, this review determines that motivation is an influential and context-driven concept that significantly affects teaching English as a Second Language (ESL). Strengthening independence and identity development through social interaction and learner-centered strategies influences and supports a concrete foundation for improving ESL competence and sustaining long-term intrinsic and extrinsic motivation.
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