Motivation is defined as the driving force that triggers and maintains an organism's behaviour, directing it towards a certain objective (Chand et al., 2003). Learning motivation is a crucial factor that propels and maintains English as a Foreign Language (EFL) students' engagement in learning activities, with the purpose of aligning their learning behaviour and orientation towards the desired learning outcomes. The level of motivation to learn plays a crucial role in shaping the degree of autonomy and effectiveness exhibited by students in their learning endeavours.
This article primarily centres on scholarly publications pertaining to the subject of learning motivation within the timeframe spanning from 2000 to 2023. The objective is to provide a concise overview of the findings derived from empirical investigations pertaining to learning motivation. Furthermore, the study endeavours to ascertain the attributes of the EFL student cohort with regards to their motivation to learn. The report additionally highlights deficiencies and patterns in existing research on learning motivation, with the intention of offering direction for future investigations in the field of learning motivations.
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