Abstract
By reviewing previous studies in Korea, this paper analyzes the relationship between English learning motivation and achievement. For this purpose, first, previous research was classified into five categories based on major motivational constructs, which proved to have a significant influence on English proficiency. The five categories include the socio-educational model (Gardner, 1985), the self-determination theory (Ryan & Deci, 2000), the goal-orientation theory (Ames, 1992), the L2 motivational self-system (Dornyei, 2005), and competitive motivation and its relative components. The motivational languaging activities developed by Kim (2019) is also introduced as a practical method of increasing students’ motivational level and their English proficiency. By summarizing the notable findings regarding the effect of motivation on achievement, this review paper provides educational implications and sheds light on the area requiring more academic investigation in the future.
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