Mini Literature Review Summary

Week 4 Formative Assessment

Mini Literature Review
Oltinbekova Nargiza
MA TESOL Program 7U, Webster University in Tashkent
TESL 5740: English for Academic Purposes
Instructor: Mamatvaliyeva Muhtasarhon

Mini Literature Review Summary
Motivation is one of the important part of the second language learning. There is a long history research in terms of language learning motivation in the area of second language learning acquisition (KORMOS et al. 2011). It is defined that Motivation for learning second language is a combinations of effort, desire plus attitude to achieve the aim of learning language (GARBNER 1985, p. 10). Also highly motivating goals are conscious and help learner focus their attention on the learning task (Zimmerman 2008), aims also deploy their motivational influence through emotional arousal (Ford 1992).
KORMOS, KIDDLE, and CSIZER (2011) state that they do research based on the combination of Structural equation modeling as a factor analysis, path analysis, and regression analysis in order to draw up a comprehensive model of motivation of second language learning. While ALAMER and ALRABAI (2023) do their research based on the Statistical and Observing changes over time (LGMS) Analysis. They chose university students, high school students, college students to do their experiment.
The comparison of their result in a country which they chose with the outcomes of studies in North-Asian context (Taguchi et al. 2009) shows that there is big impact in terms of cultures that socio-educational pressure play big role in the L2 learning achievement. According to Self determination theory (SDT), Two types of motivation have been recognized (Ryan &DECI, 2017). First type of motivation is Autonomous motivation which require learning second language Because it is interesting , fun, and enjoyable or crucial for learner, Second type of motivation is controlled motivation which require learning due to external effects such as Teacher, friend or family or to take a reward or to avoid punishment (Ryan, and DECI, 2017). In the next article authors used different terminology to describe type of motivation as an intrinsic and extrinsic motivation but their meaning the same with Previous one.
ALMER and ALRABAI (2023) concluded that high motivational students achieve high level of language, if they have an autonomous or intrinsic motivation, compared to learners who have controlled motivation. And they stated that motivation did not change over time, while achievement did.

The two similar researches are related to motivation in the second language learning acquisition. Their differences are that First article mostly describe relationship between motivation and achievement, and second article mostly pay attention Psychological side of the motivation. Also They used contrastive methods in their research.

Reflective Paragraph
In the literature review I tried to use both integral and non-integral citations. I used integral citation to show exact source and journal which I chose. I made non-integral citation to introduce main idea of the article and support the ideas with particular research.
Reference list

1. 
   ALAMERA, A and ALRABAI, F (2023). The casual Relationship between Learner Motivation and Language Achievement: New Dynamic Perspective. Applied Linguistics 44/1, 148-168 Oxford University Press https://doi.org/10.1093/applin/amac035
   
2. 
   KORMOS, J, KIDDLE, T, and CSIZER, K. (2011). Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation. Applied Linguistics 32/5, 495-516 Oxford University Press https://doi.org/10.1093/applin/amr019