FIVE DECADES OF ACHIEVEMENT MOTIVATION RESEARCH IN ELT: A SYSTEMATIC LITERATURE REVIEW

Abstract

Purpose – There is an absence of systematic review papers in the achievement motivation theories literature. In terms of current
research trends, English learning motivation is gaining attention as a determiner of success in FLA. Hence, this review aims to trace the
trends in the empirical studies on achievement motivation theories and tools, ranging from 1970 to 2022.

Methodology – With a focus on theories, diversity of research participants, and practical ELT-related issues addressed by previous
researchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of 91 empirical studies
on theories of achievement motivation.

Findings – The majority of the published studies were from China and Iran. There was also a large number of studies conducted on tertiary-level learners. Structural equation modelling was found to be the most widely used analysis. In addition, technology-assisted learning is the current trend in achievement motivation research.

Significance – This paper offers new insights into the existing achievement motivation literature and identifies the research gaps.
This study recommends more studies on expectancy-value theory including in-depth qualitative studies involving culturally diverse
populations and experimental research to develop more effective pedagogical approaches and expand the current understanding of
achievement motivation.