FIVE DECADES OF ACHIEVEMENT MOTIVATION RESEARCH IN ELT: A SYSTEMATIC LITERATURE REVIEW

Purpose - There is an absence of systematic review papers in the achievement motivation theories literature. In terms of current research trends, English learning motivation is gaining attention as a determiner of success in FLA. Hence, this review aims to trace the trends in the empirical studies on achievement motivation theories and tools, ranging from 1970 to 2022. Methodology - With a focus on theories, diversity of research participants, and practical ELT-related issues addressed by previous researchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of 91 empirical studies on theories of achievement motivation. Findings - The majority of the published studies were from China and Iran. There was also a large number of studies conducted on tertiary level learners. Structural equation modelling was found to be the most widely used analysis. In addition, technology-assisted learning is the current trend in achievement motivation research. Significance - This paper offers new insights into the existing achievement motivation literature and identifies the research gaps. This study recommends more studies on expectancy-value theory including in-depth qualitative studies involving culturally diverse populations and experimental research to develop more effective pedagogical approaches and expand the current understanding of achievement motivation.