This article examines the multifaceted role of motivation in foreign language learning (FLL) by synthesizing key theoretical perspectives. It explores the evolution of motivation research from early integrative and instrumental orientations to contemporary models encompassing self-determination theory, goal theory, and the L2 Motivational Self System. By analyzing the strengths and limitations of each perspective, this article highlights the dynamic interplay between intrinsic, extrinsic, and context-specific motivational factors. Ultimately, it underscores the importance of fostering autonomous motivation and a positive self-concept to enhance FLL outcomes.  

motivation, Foreign language learning, self-determination theory

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