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

Marzia Shurovi; Mohamad Fadhili Yahaya; Hafizah  Hajimia; Md Kamrul Hasan

doi:10.32890/mjli2024.21.1.10

Authors

Marzia Shurovi Academy of Language Studies, Universiti Teknologi MARA Perlis, Malaysia and Department of English School of Humanities and Social Sciences, United International University Dhaka, Bangladesh
Mohamad Fadhili Yahaya Academy of Language Studies, Universiti Teknologi MARA Perlis, Malaysia
Hafizah Hajimia School of Education, Universiti Utara Malaysia, Malaysia
Md Kamrul Hasan Department of English School of Humanities and Social Sciences, United International University Dhaka, Bangladesh

DOI:

https://doi.org/10.32890/mjli2024.21.1.10

Keywords:

Achievement motivation, theories, quantitative, qualitative, technology-assisted learning

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.