Motivation in second language acquisition: A bibliometric analysis between 2000 and 2021

Abstract

As one of the most important constructs of individual differences in second language learning, motivation has garnered a lot of attention in the area of Second Language Acquisition (SLA). Nevertheless, little bibliometric research has been conducted to provide a systematic overview of this line of research, which will help researchers to better understand how motivation-related research in SLA has evolved over the past 22 years and where it might push the boundaries of SLA research into in the future. In this study, three types of bibliometric analyses (i.e., co-citation analysis, citation analysis, and keyword analysis) were performed to identify the prominent scholarly documents, authors, venues of publications, and research topics that have been highly influential in the research of motivation in SLA between 2000 and 2021. Results from scientific network maps and keyword analysis suggest significant changes in the topic over the past 22 years. The results in this study also indicate an evident continuity of theoretic development in L2 language learning motivation research. Moreover, an air of active use of qualitative approaches has been detected in L2 language learning motivation research in the last 22 years.

Indonesian EFL students’ perceptions of TikTok utilization in EFL learning

“…The students' favorable attitude toward TikTok utilization for EFL learning evident in the present study might spill over into their increased motivation and such increased motivation might eventually influence their proficiency in English (Wu, 2022). The experimental study conducted by Gao et al (2023) showed that incorporating TikTok into MICE learning activities bring about positive impact on students' learning motivation and English oral proficiency.…”

Teknologiak bideratutako hizkuntzen irakaskuntza. Justizia sozialetik adimen artifizialera (AA)

“…Azken sei hamarkadetan, BHEko motibazioari buruzko ikerketa esponentzialki hazi da, ziur asko banakakoen desberdintasunei buruzko beste edozein arlo baino gehiago (Boo, Dörnyei eta Ryan, 2015, 145). Hori erakusten dute berriki egindako ikerketa sintetikoek (Boo, Dörnyei eta Ryan, 2015, Al-Hoorie, 2017 eta bibliometrikoek (Wu, 2022), 2000 eta 2021 arteko argitalpen-corpus bati buruzkoak. Bigarren mailako iturri horiek argitzen dute orain arte azterlan praktikoen gainetik azterlan teorikoak izan direla nagusi (Boo, Dörnyei eta Ryan, 2015, 149-150); gaur egun nagusi den ikuspegi teorikoa Nia-H2aren motibazio-sistema dela (Boo, Dörnyei eta Ryan, 2015, 153-154;Wu, 2022, 11-14); azterketa enpiriko gehienek motibazioa ikasleengan aztertu dutela, eta ez horrenbeste irakasleengan edo desgaitasunen bat duten ikasleengan , eta hirugarren mailako erakundeetan, gehienbat asiarretan, non ingelesa atzerriko hizkuntza gisa ikasten baitzen (Boo, Dörnyei eta Ryan, 2015, 151;Mahmoodi eta Yousefi, 2022, 282-283).…”