<![CDATA[Learner motivation is a crucial aspect in English language learning, particularly in English as a Foreign Language (EFL) contexts where exposure to the target language is limited. The present study explores the multifaceted concept of learner motivation, its definitions, types, influencing and demotivating factors, and effective strategies for enhancement. Drawing on key theoretical frameworks such as Self-Determination Theory (Deci & Ryan) and Gardner’s socio-educational model, motivation is discussed as both an intrinsic and extrinsic process that directs learners’ effort toward achieving language goals. Integrative and instrumental orientations are also examined to highlight how social and practical goals shape language learning behavior. The study compares demotivating influences like inadequate instruction, uninteresting materials, and unfavorable attitudes with motivating elements including personality traits, age, gender, cultural background, teachers, and instructional materials. Empirical research from diverse EFL contexts shows that motivation flourishes in classrooms that are encouraging, engaging, and autonomous. Sustaining long-term engagement requires teachers to be able to use a variety of motivational techniques, such as developing learner autonomy, integrating pertinent content, and generating pleasant classroom climates. The study comes to the conclusion that pedagogical awareness and culturally sensitive instruction must actively foster motivation as a situational and individual construct.]]>
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