Ahmed Draia of Adrar Faculty of Art and Languages Department of English Language and Literature

1.2. Conclusion 
In summary, it was found from the above
analysis! that the Socio-educational Model have 
been widely used to highlight the different social psychological variables that might influence 
English FL/L2 learner‟s achievement. Particularly the motivational variables, which have been 

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demonstrated as having a role in facilitating FL/L2 learning. Additionally, researchers have 
postulated that motivation influences directly how often students use L2 learning. 
2. 
Chapter Two: Motivation and Language Learning 
 
Introduction 
This chapter briefly discusses the relationship between motivation and language learning in 
relation to (with) the learning environment, taking into consideration the effect of the 
concept on the learners' skills achievement in in-person climate. 
2.1. Online Learning (ONL) 
Technology and the rapidly modifying world forces for the change that led to the 
explosion of the new interest in ONL. In recent years it has a significant role in the student 
high education environment, in a sense that, E-learning challenges the traditional methods of 
training and learning, also provides new solutions for many problems, for example. ''E-
learning can be understood as an educational process, using information and communication 
technologies to create training, to distribute learning content, communication between 
students and teachers and for management of studies‟‟(Wagner,2005). 
2.2. In-person Learning 

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Face to face learning is more traditional way of learning where students and teachers attend 
an in-person session at the same time. Qureshi (2019) and Miles et al. (2018) contended that 
F2F is a teaching/learning method that enhances the teaching/learning process through 
interpersonal contact, it is the more traditional type of learning instruction and it involves the 
transmission of information from the lecturer to the students (Bandara and Wijekularathna, 
2017).