Tracing the Dynamic Evolution of Learning Motivation and Its Effect on Reading Persistence for English Second Language Learners

Abstract

Motivation in learning English is very critical and keeps learners reading, which helps a lot with acquiring a new language. Despite a great deal of study on motivation, little is known about how motivation develops as time goes on and how much growth affects English Second Language (ESL) reading persistence. This review’s effort is to follow the various changing patterns of learning motivation and test its immediate effect on learners’ determination in reading. Using an organized SLR method, researchers examine findings from sixteen qualitative studies focused on how motivation changes among different learners. New evidence suggests that motivation is influenced by mental, emotional, and situational factors, therefore it plays a major role in how much students remain involved in reading. Besides, being persistent when motivated is a main factor that supports progress in reading and language skills. As a result, the study suggests that effective teaching should respond to students’ varying motivations and help students remain involved for a longer period. This review helps educators, designers, and researchers find better ways to optimize the reading abilities of ESL students.