The Factors Affecting Learners’ Motivation in English Language Education

Seda Ekiz, Zahitjan Kulmetov


Teachers and researchers have broadly accepted motivation/demotivation as one of the most important elements in foreign language (L2) learning. The present research investigated the role of motivation and factors affecting students’ motivation in teaching/learning English as foreign language. Parental, environmental, and teacher’s attitude-related factors were examined. Participants were 40 first grade students studying in English Language Teaching department. The participants were given a survey which consisted of several statements related with the mentioned factors. The current study showed that there were strategies and behaviours that motivate students but suppress positive attitudes towards English learning. The findings showed that learners were more motivated when their parents supported and encouraged them to learn English. The research also revealed that reinforcing the learner beliefs also motivated students and they were more motivated when they worked with their friends. Furthermore, the findings of this study suggested many behaviors and strategies which motivate learners.

Full Text:



Butler, Y. G. (2014). Parental Factors in Children’s Motivation for Learning English: a case in China, Research papers in Education, 30(2),164-191.

Cheung, C. S. S., & Pomerantz, E. M. (2012). Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820.

Dörnyei, Z. and Ushioda, E. (2011). Teaching and Researching Motivation. 2nd ed. Harlow: Pearson Education Limited 2(1), 137-139.

Dörnyei, Z. (1998). Motivational factors in the second language attainment: A review of research in Hungary. Acta Linguistica Hungraia. Vol. 44, 261-275.

Ersöz, A. (2004). Intrinsic Motivation in English Language Teaching. Education and Science 29(132), 67-71.

Liu, H. J. (2015). Learner Autonomy: The Role of Motivation in Foreign Language Learning. Journal of Language Teaching and Research 6(6), 1165-1174.

Masgoret, A.-M. and Gardner, R.C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and his associates. Language Learning, 53 (1), 167–210.

McDonough, Steven. (2007). Motivation in ELT. Elt Journal, 61(4), 369-371.

Moskovsky, C., Alrabai, F., Paolini S., and Ratcheva, S. (2013). The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition. A journal of Research in Language Studies, La34-62.

Oxford, R. L., & Shearin, J. (1996). Language learning motivation in a new key. In Rebecca Oxford (Ed.), Language learning motivation: Pathways to the new century (Technical Report # 11, pp. 121-144). Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center.

Jafari, S. S. (2013).Motivated Learners and Their Success in Learning a Second Language. Theory and Practice in Language Studies3(10), 1913-1918.

Tarhan H. and Balban S. (2014).Motivation, Learner Identity and Language Learning. International Journal on New Trends in Education and Their Implication 5(18),183-197.

Trong Tuan, L. (2011). EFL Learners: Motivation Revisited. Theory and Practice in Language Studies, 1(10), 1257-1272.

Trong Tuan, L. (2012). An Empirical Research into EFL Learners’ Motivation. Theory and Practice in Language Studies 2(3), 430-439.


  • There are currently no refbacks.