Center for Open Access in Science (COAS)

ISSN (Online) 2560-5372 *


2023 - Volume 7 - Number 1

Motivation and Lack Thereof: Effects of Students’ Motivation on Their Second/Foreign Language Learning Process

Melissa Lisseth Gonzalez Resendez *  ORCID: 0000-0002-4735-8689
Universidad de Guanajuato, Division of Social Sciences and Humanities, Guanajuato, MEXICO

Open Journal for Psychological Research, 2023, 7(1), 1-6 *
Received: 10 December 2022 ▪ Revised: 28 January 2023 ▪ Accepted: 1 March 2023

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

In language learning, motivation is one of the key elements to which students have to pay special attention as it plays a major role in their acquisition. This paper will expose a case study regarding motivation and the negative counterparts that affect it. It will also discuss several motivation theories and the learning process students from the University of Guanajuato have struggled with whenever having trouble with keeping their motivation. This study made use of interviews to collect data that shows the direct relationship between the level of motivation and the level of success in language acquisition.

KEY WORDS: second language, foreign language, motivation, acquisition, learning, theory, learner, effect.

Melissa Lisseth Gonzalez Resendez, Universidad de Guanajuato, Division of Social Sciences and Humanities, Guanajuato, MEXICO.


Bernat, E. (2009). Towards a pedagogy of empowerment: The case of ‘impostor syndrome’ among pre-service non-native speaker teachers in TESOL. English Language Teacher Education and Development Journal, 11.

Carrió-Pastor, M. L., & Mestre, E. M. M. (2014). Motivation in second language acquisition. Procedia-Social and Behavioral Sciences, 116, 240-244.

Gardner, R. C. (1968). Attitudes and motivation: Their role in second-language acquisition. TESOL Quarterly, 2(3), 141-150.

Gardner, R. C. (2001). Integrative motivation and second language acquisition. Motivation and second language acquisition, 23(1), 1-19.

Gardner, R. C., & Lysynchuk, L. M. (1990). The role of aptitude, attitudes, motivation, and language use on second-language acquisition and retention. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 22(3), 254.

Junko, M. C. (2005). New framework of intrinsic/extrinsic and integrative/instrumental motivation in second language acquisition. The Keiai Journal of International Studies, (16), 39-64.

Wee, L. (2003) Linguistic instrumentalism in Singapore. Journal of Multilingual and Multicultural Development, 24(3), 211-224.

MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. Individual differences and instructed language learning, 2, 45-68.

Mathers, N., Fox, N., & Hunn, A. (2000). Using interviews in a research project. Radcliffe Medical Press/Trent Focus.

Ng, Chiew Fen & Ng, Poh Kiat (2015). A review of intrinsic and extrinsic motivations of ESL learners. In International Conference on Culture, Languages and Literature. Kuala Lumpur, Malaysia.

Pathak, V., Jena, B., & Kalra, S. (2013). Qualitative research. Perspectives in Clinical Research, 4(3).

Strong, M. (1984). Integrative motivation: Cause or result of successful second language acquisition? Language learning, 34(3), 1-13.

Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. The Canadian Journal of New Scholars in Education, 1.

© Center for Open Access in Science