The Role of Motivation in SLA: An Academic Essay

 

The Role of Motivation in SLA

Aishah Hasan AlAlShaykh (446813518)

 

Department of Teaching English as a Foreign Language

King Khalid University

(Eng-6503) Second Language Acquisition

 

Instructor: AbdulAziz Fageeh

April 2025

 

 

The Role of Motivation in SLA

   Every learning process must contain basic components to ensure that it goes smoothly. Motivation is one of them; it is considered a key factor in influencing the learning process. In this essay, light will be shed on motivation's role in second language acquisition, such as definition, types, theories, and challenges with solutions that face learners in SLA.

   Motivation in the SLA field has huge explorations and studies. There are many definitions of motivation. The first one is as Zareian and Jodaei (2015) mentioned; it is the effort, desire, and positive attitude toward learning a language (Zarein and Jodaei, 2015). The second one, according to Ai et al. (2021), states that it is an internal process that instructs and controls the behavior (Ai et al., 2021). The third one, according to Orio (2013), cited Gardner's definition (2010), and he stated it is a difficult and complex process to define in this simple way (Orio, 2013). Motivation is the reaction toward the learning and language.

   Motivation is important because it keeps learning exciting and engaging. Azar and Tanggaraju (2020) mention that it is important for learning, whether it is to be engaged in the target language's community or for practical purposes such as jobs. Also, the outcomes of the learning will be better for motivated students (Azar & Tanggaraju, 2020). Anjomshoa and Sadighi (2015) stated it is important for success in studying the language. It contributes to achieving success in linguistic outcomes, for example, the four basic skills (Anjomshoa and Sadighi, 2015). Zareian and Jodaei (2015) mentioned that motivated students do better than more intelligent unmotivated students (Zarein and Jodaei, 2015). Good performance with motivation can be noticed and keep learning fun.

   Motivation plays a crucial role in SLA. According to Ai et al. (2021), motivation plays a fatal role in encouraging learners to be more knowledgeable about the language. It guides learners' behavior during the acquiring process. The characteristics of a motivated learner are being eager to learn, willing to focus on acquiring the language, and loving to sustain the learning environment (Ai et al., 2021). Motivation is the control button in the learning process and is responsible for its progression.

   Motivation has two basic types, which are intrinsic and extrinsic motivations. Considered a fundamental motivation for any learner. Intrinsic motivation, as mentioned by Carreira (2005), is motivation to be involved in the activity for one's own benefit, without external factors. Several psychological theories for intrinsic. Self-determination theory means learners who are motivated intrinsically have been through autonomy in learning. Endogenous attribution means they do the learning activity because they love and enjoy it. Perceived locus of causality 'personal' means motivated learners' actions driven by themselves, not external factors. The origin concept means motivated learners see their actions as being self-driven. Also, types of intrinsic motivation are intrinsic motivation to know, which is driven by desire and curiosity to learn. Intrinsic motivation toward accomplishment means a desire to achieve the mastery of the language. Lastly, intrinsic motivation to experience stimulation means the enjoyment of the feeling of using the language (Carreira, 2005). Intrinsic motivation can also be the desire to be knowledgeable in a language or even have fun with it without deeply digging into the field.

   Another type of motivation is extrinsic. According to Zareian and Jodaei (2015), it means doing something to gain external rewards or prevent punishment (Zareian and Jodaei, 2015). In Carreira's study (2005), psychological theories are: Exogenous attribution means they do the learning activity for achieving an external goal. Perceived locus of causality 'impersonal' means motivated learners' actions driven by external factors above one's control. Paws concept means motivated learners see their actions controlled by external factors. Moreover, types of extrinsic motivations are external regulation, which is controlled by rewards or punishments. Introjected regulation means controlled behaviour by internal pressure, such as anxiety. Identified regulation means the learner knows the importance of the activity but does it for external factors. The last one, integrated regulation, means the external motivation is adjusted with personal values (Carreira, 2005). There are many different types, but all agree that there are external factors, even it’s from the parents or himself, like anxiety.

   There are five key theories for motivation in SLA. According to Anjomshoa and Sadighi (2015), the first theory is the behaviourist, which refers to a focus on extrinsic factors and the reinforcement of preferred behaviour. The second theory is cognitive, referring to the purpose of motivation affected by self-perception and environment. The third theory is humanistic, referring to Abraham Maslow's hierarchy of needs, which concentrates on teachers to ensure that every learner meets their needs before achieving learning goals. The fourth theory is self-determination refers to intrinsic motivation's importance in guiding human behaviour. The last theory, social cognitive theory, refers to the foundations of social behaviour and identifies the role of cognitive processes on behaviour (Anjomshoa and Sadighi, 2015). These theories clarified the nature of motivation.

   While the motivational types play an important role, the lack of motivation leads to difficulties in passing the learning process. Gardner (1968) stated that parents may influence a child's acquisition of a language. Whether it is a positive role and supports the child, or a negative one and discourages the child. Also, educational context refers to the design of the course and the quality of the learning environment in the classroom (Gardner, 1968). Some solutions mentioned by Netta (2023) include applying programs to keep students' motivation, such as international homestay programs and international exchange programs with other universities (Netta, 2023). Lack of motivation or have less motivation then other, will prevent the learner achieving his/her true abilities.

   In conclusion, motivation is an important factor in SLA learners' learning process; it impacts the engagement and success of the process. It is divided into intrinsic and extrinsic types; each one has a special role in guiding the learner's behaviour. In addition, there are key theories such as behaviourist, humanistic, cognitive, self-determination, and social cognitive. Then, a list of challenges was provided, which are parental influence and educational context. Provided solutions that apply international homestay and exchange programmes with other universities. As a final note, motivation helps learners to achieve more success and proficiency in the target language, whether it's for themselves or the community.

 

 

 

REFERENCE

Ai, J., Pan, Y., & Zhong, W. (2021). The role of motivation in second language acquisition: A review. Advances in Social Science, Education and Humanities Research, (594). Atlantis Press SARL.
Anjomshoa, L., Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), (pp. 126-137).

Azar, A. S., & Tanggaraju, D. (2020). Motivation in second language acquisition among learners in Malaysia. Studies in English Language and Education, 7(2), ( pp. 323–333).

Carreira, J, M. (2005). New framework of intrinsic/extrinsic and integrative/instrumental motivation in second language acquisition. The Keiai Journal of International Studies.

Netta, A. (2023). Motivation in second language acquisition: A review. ACCENTIA: Journal of English Language and Education, 3(1), (pp. 1-8).

Yi, Z. (2023). The Role of Motivation in Second Language Acquisition of English. Journal of Education and Educational Research. 5(3), (pp. 236-238).

Zareian, G., & Jodaei, H. (2015). Motivation in second Language Acquisition: A state of the art article. International J. Soc. Sci. & Education, 5(2), 295.