TY - JOUR
T1 - A review of recent research in EFL motivation
T2 - Research trends, emerging methodologies, and diversity of researched populations
AU - Vonkova, Hana
AU - Jones, Jane
AU - Moore, Angie
AU - Altinkalp, Irem
AU - Selcuk, Hasan
N1 - Funding Information:
All authors thank the Faculty of Education at Charles University for supporting the completion of this review article under the Czech Science Foundation's grant GA CR 20-05484S “Analyzing the determinants of self-reported English language knowledge and motivation for English language learning in Czech lower secondary students”.
Publisher Copyright:
© 2021 Elsevier Ltd
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2021/12
Y1 - 2021/12
N2 - The increasing interest in English as a foreign language (EFL) across the globe has necessitated learning opportunities that engage and sustain students’ motivation to learn English. This paper aims to provide an analysis of trends in EFL motivation between 2016 and 2020. While examining 90 studies published during this time frame, we have focused on an overview of methodologies, theories, and backgrounds of researched populations. We have also aimed to summarize the key findings of the literature in order to discuss the emergent themes in current EFL motivation research. Hence, this paper offers a comprehensive analysis and synthesis of recent EFL motivation research trends. Although 24 countries and economies were represented, many studies came from Taiwan and China. Furthermore, most of the studies featured socioeconomically privileged students and students at the higher levels of education, with few mentions of disadvantaged populations. We found extensive use of technology, through which we can identify a viable path for enhancing language learning, teaching, and future research. This review highlights the need for sustainable interventions and studies with diverse populations in the expanding field of EFL.
AB - The increasing interest in English as a foreign language (EFL) across the globe has necessitated learning opportunities that engage and sustain students’ motivation to learn English. This paper aims to provide an analysis of trends in EFL motivation between 2016 and 2020. While examining 90 studies published during this time frame, we have focused on an overview of methodologies, theories, and backgrounds of researched populations. We have also aimed to summarize the key findings of the literature in order to discuss the emergent themes in current EFL motivation research. Hence, this paper offers a comprehensive analysis and synthesis of recent EFL motivation research trends. Although 24 countries and economies were represented, many studies came from Taiwan and China. Furthermore, most of the studies featured socioeconomically privileged students and students at the higher levels of education, with few mentions of disadvantaged populations. We found extensive use of technology, through which we can identify a viable path for enhancing language learning, teaching, and future research. This review highlights the need for sustainable interventions and studies with diverse populations in the expanding field of EFL.
KW - Diversity
KW - English as a foreign language
KW - Methodological gaps
KW - Motivation for learning
KW - Technology
UR - http://www.scopus.com/inward/record.url?scp=85113916215&partnerID=8YFLogxK
U2 - 10.1016/j.system.2021.102622
DO - 10.1016/j.system.2021.102622
M3 - Review article
AN - SCOPUS:85113916215
SN - 0346-251X
VL - 103
JO - SYSTEM
JF - SYSTEM
M1 - 102622
ER -
