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1- Department of English Language and Literature, Faculty of Languages and Literature, University of Tehran, Tehran, iran
2- Department Of English Language And Literature, Faculty Of Languages And Literature, University Of Tehran, Kish International Campus, Kish Island, iran
2- Department Of English Language And Literature, Faculty Of Languages And Literature, University Of Tehran, Kish International Campus, Kish Island, iran
Abstract: (190 Views)
Purpose: This systematic review aims to examine the role of intrinsic motivation (IM) in enhancing English as a Foreign Language (EFL) learners’ academic achievement within online instructional contexts.
Methods and Materials: A systematic review methodology was employed following PRISMA guidelines to identify, screen, and synthesize relevant empirical studies published between 2012 and 2022. Inclusion criteria encompassed peer-reviewed studies conducted in English, focusing on the relationship between IM and EFL achievement in online learning environments. Fourteen studies met the inclusion criteria after screening 3,042 initial records across multiple academic databases, including ProQuest, SAGE, Wiley Online Library, Springer, ScienceDirect, and Google Scholar. The selected studies featured diverse methodological designs—quantitative, qualitative, and mixed-methods—and were assessed for quality using standardized tools. The data were synthesized using descriptive analysis to identify patterns, key outcomes, and influencing factors.
Findings: The review found consistent evidence of a positive correlation between IM and EFL learners' achievement in various online learning tasks, including writing, reading, speaking, vocabulary acquisition, and grammatical proficiency. Learners with higher IM demonstrated stronger engagement, self-regulation, and satisfaction with online courses. Key internal factors influencing IM included personal interest, self-efficacy beliefs, intrinsic value of tasks, and future aspirations. External factors such as teacher support, peer interaction, technological tools (e.g., WhatsApp, YouTube, Babbel), and learning environments also significantly affected IM. Conversely, lack of IM was associated with decreased learner confidence, poor performance, and disengagement.
Conclusion: Intrinsic motivation is a critical determinant of academic success in online EFL instruction. Fostering IM through learner-centered strategies, meaningful task design, and supportive environments can enhance engagement and performance. This review provides empirical evidence to inform educators, curriculum developers, and policymakers on effective approaches to strengthen IM in virtual language learning contexts.
Methods and Materials: A systematic review methodology was employed following PRISMA guidelines to identify, screen, and synthesize relevant empirical studies published between 2012 and 2022. Inclusion criteria encompassed peer-reviewed studies conducted in English, focusing on the relationship between IM and EFL achievement in online learning environments. Fourteen studies met the inclusion criteria after screening 3,042 initial records across multiple academic databases, including ProQuest, SAGE, Wiley Online Library, Springer, ScienceDirect, and Google Scholar. The selected studies featured diverse methodological designs—quantitative, qualitative, and mixed-methods—and were assessed for quality using standardized tools. The data were synthesized using descriptive analysis to identify patterns, key outcomes, and influencing factors.
Findings: The review found consistent evidence of a positive correlation between IM and EFL learners' achievement in various online learning tasks, including writing, reading, speaking, vocabulary acquisition, and grammatical proficiency. Learners with higher IM demonstrated stronger engagement, self-regulation, and satisfaction with online courses. Key internal factors influencing IM included personal interest, self-efficacy beliefs, intrinsic value of tasks, and future aspirations. External factors such as teacher support, peer interaction, technological tools (e.g., WhatsApp, YouTube, Babbel), and learning environments also significantly affected IM. Conversely, lack of IM was associated with decreased learner confidence, poor performance, and disengagement.
Conclusion: Intrinsic motivation is a critical determinant of academic success in online EFL instruction. Fostering IM through learner-centered strategies, meaningful task design, and supportive environments can enhance engagement and performance. This review provides empirical evidence to inform educators, curriculum developers, and policymakers on effective approaches to strengthen IM in virtual language learning contexts.
Keywords: EFL achievement, EFL learners, intrinsic motivation, online instruction, systematic review
Type of Study: Research Article |
Subject:
Special
Received: 2025/03/14 | Accepted: 2025/05/17 | Published: 2025/05/19
Received: 2025/03/14 | Accepted: 2025/05/17 | Published: 2025/05/19
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