Publishing type：Research paper (scientific journal)   Publisher：Frontiers Media SA  

This study presents a critical literature review exploring the variables influencing student learning motivation between 2017 and 2023. The study analyzes 84 empirical studies to identify trends and patterns across diverse demographics, including varied age groups and cultural backgrounds, focusing on contrasting Eastern and Western educational contexts. This study aims to fill the existing gap by examining a wider range of populations in recent years to assess the relationship between learning motivation and the factors that influence it. Six pivotal factors influencing learning motivation were identified: psychological values, cognitive factors, social and environmental influences, demographic factors, academic background and study habits, and interventions and programs, each contributing uniquely to the understanding of student motivation. Moreover, the findings underscore the predominance of psychological values in Eastern countries, whereas the Western literature focuses on social and environmental influences. This review acknowledges the nuanced relationship between cultural constructs and learning motivation research, emphasizing the need for culturally sensitive educational policies and practices. Additionally, by taking into account the recent advancements in technology and the effects of global events such as the COVID-19 pandemic, this study considers additional motivational factors, presenting a holistic view that could inform future educational interventions and academic policies. For example, the revised categorization in our study emphasizes the complex and interconnected nature of the factors affecting learning motivation, highlighting the interaction among psychological, social, cognitive, and demographic dimensions.

DOI： 10.3389/feduc.2024.1445011

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Publishing type：Research paper (scientific journal)   Publisher：Frontiers Media SA  

Introduction

The ideal second/foreign language (L2) self, a concept in second-language acquisition theory, is a learner’s future vision about their language ability. Research on the ideal L2 self is important for finding ways to improve motivation for learning a new language, foreign language teaching strategies, and personalization of instruction for individuals with different backgrounds and aspirations. The present study aimed to better understand the factors that might influence the ideal L2 self among Japanese elementary school students. While there have been numerous studies about the ideal L2 self in English language learning, few have focused on elementary school students’ motivation to learn English.

Methods

Data were collected from 225 4th- and 6th-grade elementary school students in Japan. The data were analyzed by performing t-tests and a hierarchical linear regression to understand the relationships between the pertinent variables and the ideal L2 self.

Results

The analysis results revealed three characteristics of the relationship between elementary school students’ English language skills and their ideal L2 selves. First, the results of the t-test suggested that international travel and English cram school experiences were differentiating factors for the ideal L2 self, suggesting that the groups of participants with and without those factors (experiences) had significantly different ideal L2 selves. Second, the experience of living abroad was not a significant differentiating factor for the ideal L2 self. Third, the results of the regression analysis suggested that school, home, and foreign media influences are significant contributors to the formation of the ideal L2 self. These factors may therefore subsume international travel and English cram school experiences.

Discussion

By understanding the factors that contribute to the ideal L2 self, educators and policymakers can strive to establish a more effective environment to improve students’ motivation to learn English.

DOI： 10.3389/feduc.2023.1264624

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