Abstract-Motivations, both intrinsic and extrinsic, are key factors in the success of learners at all stages of their education. The learners themselves and teachers or parents play a pivotal role in providing and encouraging that motivation in the learning and teaching environment. All learners are motivated differently and it takes time and a lot of effort to get learners to build their enthusiasm for learning, working hard and pushing themselves to excel. However, how do we know the learners are motivated? This review paper will answer the question accordingly by looking at some areas; 1) roles of intrinsic and extrinsic motivation in second language learning, 2) describing teachers' motivational practices and their learners' motivation and 3) identifying other possible factors to enhance learners' motivation in L2 learning. These areas covered in this paper are based on theories and findings discussed in previous studies on motivation of L2 learners. A brief discussion and some beneficial implications for teachers and learners are also included. This review concludes that L2 learners' motivation (intrinsic motivation) and the effect of perceived levels of teachers' commitment (extrinsic motivation) reconfirms that a teacher influences his/her learners' motivation. Furthermore, the learners' levels of proficiency may be an important factor which can determine the effectiveness of teaching strategies as a motivator for learners. This review also concludes that motivation is a crucial factor in learning the second language and is influenced by variables like personality and attitudes of learners, learning styles and power relationship between languages.

Abstract-A teacher's motivation is basically the character of the teacher's personal enthusiasm and commitment towards teaching and is influenced by the working environment that consist of students, colleagues and managerial staff. Although researchers have argued that the factors that motivate teachers are the same factors that motivate students, the fact that teacher motivation is an area that is frequently overlooked in the domain of second language acquisition still remains. It also appears that few studies that have been done on teacher motivation in the Malaysian context especially in the context of English language centres. Most studies on teacher motivation have been centred in institutional settings, primarily in public schools. Hence, it would be of interest to investigate teacher motivation in a privatised setting such as in an English language centre. This study examines the motivation of language teachers teaching in a language centre in Cheras, Kuala Lumpur. It aims to determine the current degree of motivation among the English language through survey. A review of the literature showed that similar studies from researchers such as Dweik and Awajan (2013) and Yau (2010) have been done on teachers' motivation. Both studies employed quantitative methodologies. Similarly, the current study draws on a quantitative approach in which fifteen 30-item-questionnaires are distributed to the teachers in the English language centre. The findings indicate that the teachers are motivated and strongly motivated because of work autonomy, good work relationships, support from colleagues, superiors and students and also their own intrinsic motivations.