2024 Volume 35 Pages 33-48
Zoltan Dörnyei’s 2001 works on second language (L2) motivation inspired many subsequent studies. Despite systematic reviews and meta-analyses, most focus on English-language articles from international journals, emphasizing quantifiable indicators like effect sizes, which yield limited pedagogical implications. This study fills the gaps by reviewing 82 motivation-related articles from three domestic journals between 2002 and 2021, categorized as theoretical or practice-oriented. Bibliographic data, participants, research designs, and analytical methods were quantitatively coded while educational implications were gleaned via qualitative meta-analysis. Findings mainly showcase studies on university students with lesser emphasis on younger learners. Quantitative methods were predominantly used, followed by mixed methods, while qualitative methods were scarcely employed. Studies favored enhancing motivation over theory exploration. Recommendations included recognizing individual differences, nurturing learning environments, and sustaining motivation. This review highlights advancements and challenges in domestic motivation research, endorsing a holistic approach to learner factors in educational practices. It offers key insights for future theory and practice, promoting wider exploration of educational implications and emphasizing the need for a more diverse and inclusive approach in L2 motivation studies.
