Motivation and Engagement in Language Learning

This chapter focuses on motivation and engagement, the two constructs that are the main drivers of language learning. Research in language learning motivation has been flourishing in recent years due to the change of focus from cognitive to affective variables and the new motivational theory proposed by Zoltan Dörnyei (2005), namely the second language (L2) motivational self-system. The theory proposes that having a vision is a key factor motivating language learners, with a pivotal role played by the language learning experience. However, recent empirical findings show that motivation does not necessarily lead to higher proficiency (Dunn & Iwaniec, 2021). Hence, in this chapter, we also consider engagement, a construct related to motivation, which is deemed to be the behavioural manifestation of the motivational drive. This chapter introduces the concepts of motivation and engagement and discusses how they are related. Key research findings and their implications for teaching professionals are presented. There is also a thorough discussion of how motivation and engagement can be augmented to spur students’ learning. To this end, the chapter focuses on the heavily under-theorized concept of the language learning experience as an antecedent to engagement and how it can be optimized by tending to learners’ needs in terms of autonomy, competence, and relatedness. A careful examination of how students’ visions of themselves can be made more robust follows. Finally, guidance on how practising teachers can research different aspects of their own learners’ motivation is provided.