A Systematic Review of Factors Influencing Young Learners' Motivation to Learn English.
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| Title: | A Systematic Review of Factors Influencing Young Learners' Motivation to Learn English. |
|---|---|
| Authors: | Lena, Mai Sri1, Nikolov, Marianne2 |
| Source: | Studies in Self-Access Learning Journal. Mar2026, Vol. 17 Issue 1, p55-75. 21p. |
| Subject Terms: | *Motivation (Psychology), *English language education, *Autonomy (Psychology), *Effective teaching, *Self-regulated learning, *Collaborative learning, *Students, Personality |
| Abstract: | This study reviews current empirical studies on young learners' (YLs) motivation to learn English published between 2020 and 2024 in nine countries. We focus on how authors defined motivation, what research design they used, what the main findings are, and what factors influence YLs' motivation. We followed the procedures of systematic reviews recommended by Arksey and O'Malley (2005). First, we screened publications along these inclusion criteria: listed in Scopus-indexed journals Q1 and Q2, published in English between 2020 and 2024, and empirical studies on children's motivation. This study revealed that effective teaching practices, self-regulated learning strategies, collaborative learning, selfaccessed extramural activities in English and enjoyment in doing them, personality traits, meaningful, appropriate, and challenging tasks in classes, and good relationships between teachers and YLs were the key factors impacting children's motivation most strongly. These have implications for practice. We argue that children's self-access learning must be developmentally scaffolded and socially supported, and motivation should involve and lead to autonomy. Therefore, children should have access to enjoyable and age-appropriate activities not only in the classroom, but also at home and in digital settings to sustain their motivation. [ABSTRACT FROM AUTHOR] |
| Copyright of Studies in Self-Access Learning Journal is the property of Kanda University of International Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192710836 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Systematic Review of Factors Influencing Young Learners' Motivation to Learn English. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lena%2C+Mai+Sri%22">Lena, Mai Sri</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Nikolov%2C+Marianne%22">Nikolov, Marianne</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Studies+in+Self-Access+Learning+Journal%22">Studies in Self-Access Learning Journal</searchLink>. Mar2026, Vol. 17 Issue 1, p55-75. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Personality%22">Personality</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study reviews current empirical studies on young learners' (YLs) motivation to learn English published between 2020 and 2024 in nine countries. We focus on how authors defined motivation, what research design they used, what the main findings are, and what factors influence YLs' motivation. We followed the procedures of systematic reviews recommended by Arksey and O'Malley (2005). First, we screened publications along these inclusion criteria: listed in Scopus-indexed journals Q1 and Q2, published in English between 2020 and 2024, and empirical studies on children's motivation. This study revealed that effective teaching practices, self-regulated learning strategies, collaborative learning, selfaccessed extramural activities in English and enjoyment in doing them, personality traits, meaningful, appropriate, and challenging tasks in classes, and good relationships between teachers and YLs were the key factors impacting children's motivation most strongly. These have implications for practice. We argue that children's self-access learning must be developmentally scaffolded and socially supported, and motivation should involve and lead to autonomy. Therefore, children should have access to enjoyable and age-appropriate activities not only in the classroom, but also at home and in digital settings to sustain their motivation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Studies in Self-Access Learning Journal is the property of Kanda University of International Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192710836 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.37237/170105 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 55 Subjects: – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: English language education Type: general – SubjectFull: Autonomy (Psychology) Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Self-regulated learning Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Students Type: general – SubjectFull: Personality Type: general Titles: – TitleFull: A Systematic Review of Factors Influencing Young Learners' Motivation to Learn English. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lena, Mai Sri – PersonEntity: Name: NameFull: Nikolov, Marianne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21853762 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: Studies in Self-Access Learning Journal Type: main |
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