HANOI UNIVERSITY

Km 9 Nguyen Trai Road, Thanh Xuan, Hanoi, Vietnam

Telephone:(84-4)3854 4338; Fax:(84-4)3854 4550 E-mail:
hanu@hanu.edu.vn; Website: www.hanu.edu.vn

GRADUATE DIPLOMA ASSIGNMENT COVER SHEET

Family Name: Bui First Name: Lam

Unit Title: Language Learning Theory

Assignment Title: The Mutual Effects of Motivation and Success in Language Learning

Name of Lecturer: Ths Vũ Thị Phương Thảo Class: 2PGN51

Date Submitted: Student Contact Telephone No./Student Email Address:

STUDENT DECLARATION

I DECLARE THAT THIS ASSIGNMENT IS ORIGINAL AND HAS NOT BEEN SUBMITTED FOR ASSESSMENT ELSEWHERE .
I DECLARE THAT THIS ASSIGNMENT IS MY OWN WORK AND DOES NOT INVOLVE PLAGIARISM OR

COLLUSION.

I GIVE MY CONSENT FOR THE ELECTRONIC VERSION TO BE EXAMINED BY RELEVANT PLAGIARISM

SOFTWARE PROGRAMS.
I HAVE MADE A PHOTOCOPY OR ELECTRONIC COPY OF MY ASSIGNMENT , WHICH I CAN PRODUCE IF THE ORIGINAL
IS LOST FOR ANY
REASON.

SIGNED: DATED:
 MARKS

COMMENTS: .......................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................

Lecturer’s Signature: ..……………………………………… Date: ………………....

1. Introduction

Language learning has been a vital field of study for centuries, and, according
to Masgoret and Gardner (2003), there exists a link between student motivation and
lingual acquisition success, as the former has been proven to encourage the
willingness to keep learning (Lightbown & Spada, 2013). However, there remains the
questions of whether there are mutual benefits between those factors, one has a
greater effect on the other, or they are affected by other features (Masgoret & Gardner,
2003). This intersection has garnered significant attention across diverse fields aiming
to produce a nuanced understanding of how internal drive and academic outcomes in
lingual acquisition mutually shape and influence each other.

This essay, through the careful consolidation and analysis of existing academic
materials, seeks to contribute more nuanced insights into the effects that student’s
motivation and academic progress in language study have on each other, hoping to aid
language educators in designing the appropriate approaches that could suit their
students’ particular conditions and improve their teaching quality in the process, as
well as providing a foundation for future research.

The essay first provides definitions of key terms, namely students’ motivation
and academic success in language acquisition, then discusses the effects of motivation
on students’ academic success and vice versa before reviewing different research
findings to prove that these factors are mutually influential. Finally, a conclusion is
drawn with the inclusion of possible applications.
2. Overview of the theoretical aspect of student’s motivation and academic success
2.1. Definitions of key terms
2.1.1. Students’ Motivation in Second language acquisition

Several academics have attempted to define this term based on different

elements. For Gardner (1982), a student’s motivation comprises three factors, namely
effort, measured by the amount of time spent studying and the drive of the learner,
desire, indicated by the learner’s willingness for proficiency, and affect, which
involves the learner’s emotional reactions towards studying. Meanwhile, Lightbown
and Spada (2013) claimed that student’s motivation in second language learning
consisted of two elements, namely the communicative needs of the learner and their
attitudes towards the community using the target language.

Despite having different definitions of the term, student motivation in second

language learning can generally be categorized into integrative motivation,
characterized by the learner’s positive views towards the community speaking the
target language and the readiness to be a part of that community, and instrumental
motivation, which entails the learner’s specific social or economic goals through L2
acquisition (Carrió-Pastor & Mestre, 2013).

In other words, a motivated individual attempts to learn a second language and

invest a real effort in achieving this goal, regardless of whether it is for practical or
integrative purposes.

2.1.2. Academic success in second language acquisition

Despite its ambiguity, the term “academic success” is defined by York, Gibson,
and Rankin (2015) as comprising six elements, namely academic achievement,
satisfaction, skill acquisition and competency, persistence, learning objective
achievement, and occupational success. Moreover, they reject the common narrow
practice of measuring academic accomplishment through grade and/or GPA, citing its
inconsistent accuracy, statistic inconsistency, and non-generalizable conclusions and
findings. Instead, they recommend using an approach evaluating different factors,
including specific cognitive ability development, skill acquisition, learning outcomes,
learners’ aspirations, or educational goals, all of which can be helpful in determining
language learning success.

2.2. Theoretical discussions of the topic

2.2.1. The effects of student’s motivation on language learning success

Students’ motivations are believed to contribute to the success of the language

acquisition process by academics including Gardner (1985) who considers motivation
“the most influential factor in learning a language”, and Zareian and Jodaei (2015)
who claim that motivated students are more likely to partake in language lessons.
Moreover, Carrió-Pastor and Mestre (2013) also point out that both integrative and
instrumental motivations are required for academic success, and learners are likely to
combine both instead of opting for one single form. While instrumental motivation is
generally associated with English for specific purposes and is more frequently chosen
by learners, integrative motivation is linked to general second language acquisition
and provides more interaction and communication opportunities, which motivate the
students better and produce more sustainable effects (Carrió-Pastor & Mestre, 2013).

Although Ellis (2008) mentions aptitude as another key psychological factor

affecting second language learning, motivation remains the determining force to
sustain the extended and tedious learning process (Dörnyei, 2005). That is, without
adequate motivation, regardless of students’ language aptitude, long-term
achievements can still be unattainable, while highly motivated students lacking
considerable lingual abilities can still be successful in language acquisition.

2.2.2. The effects of academic success on student’s motivation

While motivation’s effects on academic success in general and second

language learning in particular are strongly supported, how students’ achievements
can motivate them is still debatable. While many academics, notably Amabile (2011),
believe that successful performance or progress can be the most motivating variable,
Mizruchi (1991) claims that previous accomplishments can actually generate failure
in current task performance as the essentiality of success declines; In other words,
success can actually demotivate learners.

2.3. Review of research studies on the topic

2.3.1. Summary of the research study/studies

This essay focuses mainly on the two main studies of Carrió-Pastor and Mestre
(2013) and Binalet and Guerra (2014) measuring the impact of motivation on
academic success, particularly language acquisition of tertiary students, using tests,
surveys, and literature reviews, with both quantitative and qualitative analysis. The
subjects of the surveys by Carrió-Pastor and Mestre (2013) are forty universtiy
students from different departments of Universitat Politècnica de València divided
into 2 separate groups, and the participants of the other research by Binalet and
Guerra (2014) are thirty freshmen studying Bachelor of Science in Criminology at the
Ifugao State. These students all have English as a second language. These studies
focus on the role of integrative and instrumental motivation in the attainment of
several lingual items, including grammatical and cultural content. At the same time,
the involved materials also provide insights based on other studies and materials
regarding the influence of success on motivating and demotivating students through
studying real-life situations, particularly the comparison conducted by Mizruchi
(1991).

2.3.2. Critical review of the research

From the materials, it is evident that motivation can play a pivotal role in
influencing academic success in the context of language acquisition. Firstly,
motivation is not only required for the initial decision to start learning another
language but also influences the will and effort to pursue continuous learning
(Graham & Weiner, 2012). In other words, without motivation, the language
acquisition process may not even begin, or the learners might abandon it quickly.
Moreover, Dörnyei (2005) states that motivation can compensate for a lack of
language abilities due to either aptitude differences or situational factors. Even the
most brilliant students cannot achieve long-term goals unless they are motivated.

Both integrative and instrumental motivation can have effects on second

language learning. With integrative motivation, students can obtain the confidence to
develop a positive attitude towards the target language, the community, and the
language learning context. This encourages them to complete the provided activities
with greater freedom and make their own learning activity planning (Carrió-Pastor &
Mestre, 2013) and, consequently, leads to a continuing influence on their second
language acquisition pursuit. Meanwhile, instrumental motivation’s influence on
academic outcomes is evident in learners’ focused efforts and dedication to achieving
tangible results. Studies have shown that individuals driven by instrumental
motivation see the importance of language in their future profession (Ionin, 2013),
which encourages them to invest more effort in their language learning to not miss the
promised reward, which can make them more successful.

However, motivation has also been believed to not be significantly correlated

to students’ academic success, or at least not the sole factor predicting it. In their
studies, Binalet and Guerra (2014) argue that the motivational levels of the students
may not represent the linguistic knowledge they master, while Matsumoto (2011) and
Kim (2001) also claim that although the role of motivation as a driving force is clear,
it is not the only predictor of success in language learning. Instead, Binalet and Guerra
(2014) emphasize that several elements are required to determine students’ success
besides motivation, including the class activities and the attitudes and teaching
methods of the teachers. These highlight the need for further in-depth research into
the matter to precisely determine the degree of motivation’s effects on students’
language learning performance.
 When it comes to academic progress, there are several sources proving that this
can have motivational effects. Attaining success in language acquisition, measured
through features such as high grades or commendations, often instills a sense of
accomplishment and satisfaction, contributing to intrinsic motivation, which is the
incentive people receive when they perform a task because of the enjoyment of the
task itself, as individuals derive joy from mastering challenging concepts (Cherry,
2023), serving as a form of positive reinforcement of the connection between effort
and success, and motivating individuals to persist in their academic endeavors.
Besides, academic success in language learning can generate motivation driven by
external factors and rewards (Behney, 2020). In the context of language learning,
academic success often translates into rewards such as high grades, certificates, or the
recognition of language proficiency. As learners witness their efforts leading to
positive outcomes, the prospect of obtaining these external rewards becomes a
compelling force propelling continued engagement with language acquisition
(Behney, 2020). In simpler terms, the more successful students are at language
acquisition, the more motivated they become to get better at it.

Nevertheless, the demotivational effect of success in general and success in

language learning in particular has also been suspected by several academics. Behney
(2020) argues that since individuals tend to try their hardest for tasks that are
challenging but not almost impossible, successful students who find the given tasks
easy may have their motivation lessened. Another supporting argument is that despite
its ability to generate confidence, academic accomplishments may in fact lead to
overconfidence that is likely to result in failure (Behney, 2020). Mizruchi (1991) even
suggests that previous success may cause individuals to fail in current tasks as the
necessity of success becomes lower, while it is past failure that breeds current success
as the urgency increases. This is proven by his observation of the result of
professional basketball matches from 1947 to 1982, wherein it is more likely for
teams that won the prior game to lose the current one. In addition, using potential
 success or rewards as a motivational factor can pose different threats, such as the
resentment of students towards having to win teachers’ approval or other promised
rewards, the lack of permanent effects on the students if they focus mainly on the final
success rather than actual skill attainment, or students being overly dependent on
teachers (Snowman & Mccown, 2015). While Behney's insights caution against tasks
that may breed complacency or overconfidence in successful studentsm, Mizruchi's
perspective underscores the need for educators to foster resilience through
acknowledging past failures. Educators, therfore, should cautiously leverage success
and rewards, avoiding potential student resentment or dependence on external
validation.

3. Conclusion and application

This essay navigates the complexity of the mutual effects between students'
motivation and academic success in language learning, revealing a dynamic interplay
shaped by various factors. The theoretical discussions highlight the pivotal role of
motivation in initiating and sustaining language acquisition, emphasizing its
multifaceted nature through integrative and instrumental motivations. The review of
research studies underscores the complexity of this relationship, acknowledging both
motivating and potentially demotivating impacts of academic success.

The “Language Learning Theory” course in general and this essay in particular
have affected the writer’s teaching principles significantly. Previously, although the
writer already considered a student’s motivation a changeable factor, which means it
can be increased over time, and realized its importance, there existed a misconception
that the more motivated the students were, the better their performance became.
Moreover, the writer also believed that success in language learning could only have
motivational effects while overlooking how it could also demotivate students. The
course and the essay have highlighted clearly both the potential positive and negative
impacts that motivation could have on second language learning and vice versa,
which encourages the writer to alter the teaching principles to both meet the
motivation needs of students while avoiding overcomplimenting to not make learners
overconfident, which could diminish their motivation and, consequently, affect their
overall results.
 Reference list

Amabile, T. M., & Kramer, S. J. (2011, May). The Power of Small Wins. Harvard
Business Review. https://hbr.org/2011/05/the-power-of-small-wins
Behney, S. M. (2020). SECOND LANGUAGE ACQUISITION : an introductory course,
5th edition. Routledge.
Binalet, C., & Guerra, J. (2014). A Study on the Relationship between Motivation and
Language Learning Achievement among Tertiary Students. International Journal
of Applied Linguistics and English Literature, 3(5), 251-260.
doi:https://doi.org/10.7575/aiac.ijalel.v.3n.5p.251
Carrió-Pastor, M. L., & Mestre, E. M. M. (2013). Motivation in Second Language
Acquisition.
Cherry, K. (2023). Understanding Intrinsic Motivation. Verywell Mind.
https://www.verywellmind.com/what-is-intrinsic-motivation-2795385
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in
Second Language Acquisition. Mahwah, New Jersey: Lawrence Erlbaum
Associates, Inc.

Ellis, R. (2008). The Study of second language acquisition. New York: Oxford University
Press.

Gardner, R. C. (1982). Language attitudes and language learning. In E. B. Ryan & H.

Giles (Eds.), Attitudes towards language variation (pp. 132-147). London,
England: Edward Arnold.
Gardner, R. C. (1985). Social psychology and second language learning: The role of
attitudes and motivation. London: Edward Arnold.

Graham, S.H., & Weiner, B. (2012). Motivation: Past, present, and future.

Ionin, T. (2013). Review artices: Recent publications on research methods in second

langage acquisiiton. Second Language Research, 29(1), 119-128.

Kim, T-Y. (2011). Sociocultural dynamics of ESL learning (de)motivation: An activity

theory analysis of two adult Korean immigrants. The Canadian Modern Language
Review, 67(1), 91-122.
Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford
University Press.
Matsumoto, M. (2011). Second language learners’ motivation and their perception of
their teachers as an affecting factor. New Zealand Studies in Applied Linguistics,
17(2), 37-52.
Masgoret, A.-M. ., & Gardner, R. C. (2003). Attitudes, Motivation, and Second Language
Learning: A Meta-Analysis of Studies Conducted by Gardner and
Associates. Language Learning, 53(S1), 167–210. https://doi.org/10.1111/1467-
9922.00227
Mizruchi, M. S. (1991). Urgency, motivation, and group performance: The effect of prior
success on current success among professional basketball teams. Social
Psychology Quarterly, 52, 181– 189.
Snowman, J., & Mccown, R. R. (2015). Psychology Applied to Teaching(14th ed.).
Cengage Learning.
York, T., Gibson, C., & Rankin, S. (2015). Defining and Measuring Academic
Success. Practical Assessment, Research, and Evaluation, 20(1).
Zareian, G., & Jodaei, H. (2015). Motivation in Second Language Acquisition: A State of
the Art Article. In ERIC (Vol. 5). https://eric.ed.gov/?id=ED585770