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Sixty Years of Language Motivation Research

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  • Ali H. Al-Hoorie

Abstract

This article offers a historical analysis of the major themes that the language motivation field has examined in its 60-year history. The discussion starts by briefly reviewing the social-psychological and the situated–cognitive periods. The former was primarily concerned with affective factors in intergroup relations, while the latter with learners in classroom contexts. The second half of the article surveys a number of emerging themes in the field to highlight major findings and potential future directions. These themes include the dynamic, affective, unconscious, and long-term aspects of motivation to learn English and other languages, as well as the implications of the pervasive presence of technology in daily life.

Suggested Citation

  • Ali H. Al-Hoorie, 2017. "Sixty Years of Language Motivation Research," SAGE Open, , vol. 7(1), pages 21582440177, March.
    • Handle: RePEc:sae:sagope:v:7:y:2017:i:1:p:2158244017701976
    DOI: 10.1177/2158244017701976
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    References listed on IDEAS

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    1. Oyserman, Daphna, 2013. "Not just any path: Implications of identity-based motivation for disparities in school outcomes," Economics of Education Review, Elsevier, vol. 33(C), pages 179-190.
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    1. Ali H. Al-Hoorie & Phil Hiver, 2020. "The Fundamental Difference Hypothesis: Expanding the Conversation in Language Learning Motivation," SAGE Open, , vol. 10(3), pages 21582440209, September.
    2. Suzan Al-Abidi & Amjad Owais & Farah Alabedi, 2023. "The Effects of Using MS Teams Mobile Application on Language Learners’ Motivation During and After the Covid-19 Pandemic," World Journal of English Language, Sciedu Press, vol. 13(2), pages 260-260, March.
    3. Kadidja Kone & Paula Winke, 2023. "Do Directed Motivational Current Phenomena Exist Everywhere? An Investigation into African EFL Learners’ Experiences," English Language Teaching, Canadian Center of Science and Education, vol. 16(4), pages 1-1, April.

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