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Five decades of achievement motivation research in ELT: a systematic literature review
Shurovi, M1, Mohamad, F. Y2, Hafizah, H3, Md, K. H4.
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.
Affiliation:
- United International University, Dhaka, Bangladesh, Bangladesh
- Universiti Teknologi MARA, Malaysia, Malaysia
- Universiti Utara Malaysia, Malaysia., Malaysia
- United International University, Dhaka, Bangladesh, Bangladesh
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Indexation |
Indexed by |
MyJurnal (2021) |
H-Index
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3 |
Immediacy Index
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0.000 |
Rank |
0 |
Indexed by |
Scopus 2020 |
Impact Factor
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CiteScore (2) |
Rank |
Q1 (Cultural Studies) Q2 (Education) Q3¬¬¬ (Psychology (all)) |
Additional Information |
SJR (0.385) |
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