Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis

Abstract

We present a thematic review and analysis of the variables affecting language learning motivation (LLM) (2008–2022). The second-language motivational self-system (L2MSS) model was found to be the most applied construct in measuring LLM. Complex systems theory was also another method gaining prominence in LLM research to explain the interactions between micro- and macro-structures surrounding the learner in influencing motivation. Other factors such as socioeconomic status, dialogism and anagnorisis were also identified as variables relating to LLM. For instance, research on dialogism and dialogue has indicated the role of conversation in shaping identity, motivation, and meaning for learners. However, our review found that much of the focus in LLM research has been on the L2MSS learning or teaching experience, while daily living has been largely neglected. We further conducted a reliability generalization meta-analysis. Our analysis found an average reliability of 0.84 (CI = 0.816–0.856), with 34% of reliability coefficients falling below the lower bound of CI. A meta-regression analysis revealed that 16% of the variance in the reliability coefficients was predicted by the number of items in the instruments. Questionnaires with an internal consistency below the lower bound of 0.816 had an average of 4.14 items, while the rest had an average of 5.71 items. We further found significant publication bias. Based on our findings, we suggest areas for future research in LLM.

Language Learning beyond English

“…This complexity is undoubtedly one of the reasons for the plethora of theoretical approaches and empirical works on the topic (for meta reviews, see e.g. Aryadoust, 2023;Mahmoodi & Yousefi, 2022), which makes it all the more important to clarify the understanding of language learner motivation for the purpose of this Element. Space precludes a full discussion of the relative merits of currently dominant L2 motivation theories (for a discussion, see e.g.…”

Exploring Demotivation in Second Language Classrooms: A Literature Review of Teacher and Student Variables

“…Constructs such as the ideal L2 self and ought-to L2 self-have been extensively studied, with findings suggesting the need for careful interpretation of the relationship between effort, proficiency, and L2MSS constructs (Feng & Papi, 2020;Papi et al, 2019;Papi & Khajavi, 2021)2. Additionally, complex systems theory has emerged as a method to explain the interactions between micro-and macro-structures surrounding the learner in influencing motivation, with socioeconomic status, dialogism, and anagnorisis identified as related variables (Aryadoust, Soo, & Zhai, 2023)3. These insights contribute to a more nuanced understanding of L2 motivation, emphasizing the multifaceted nature of motivational dynamics in language learning.…”

“…The perceptions learners have of their capabilities and the importance they assign to the L2 are influential determinants of their motivation. Feeling autonomous and in control of their learning journey can foster a deeper intrinsic motivation (Aryadoust, Soo, & Zhai, 2023). The evolving aspects of motivation are gaining acknowledgment in modern research.…”