Teacher-specific motivational strategies in enhancing adult learners’ motivation in second language acquisition: A literature review

Abstract

This study explores the role of teacher-specific motivational components in enhancing adult learners’ motivation in second language acquisition. Drawing from various theoretical frameworks of motivation, including Gardner’s socio-educational model and Dörnyei’s L2 motivational construct, this research synthesizes existing literature to examine how teachers influence learners’ motivational states. The findings highlight the pivotal role of teachers in creating a conducive learning environment, setting up appropriate challenges, and providing constructive feedback.