Topic: The Mutual Effects of Motivation and Success in Language

Learning

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. The intertwining effects of these factors have 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 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 and then discusses the effects of motivation on
students’ academic success and vice versa. Finally, a conclusion is drawn with the
inclusion of a suggestion.

To begin with, there have been many attempts to define students’ motivation in
second language acquisition and academic success based on different elements.
Generally, most agree that student motivation can be categorized into integrative
motivation, characterized by the learners’ positive attitudes towards the language, and
instrumental motivation, entailing the learners’ specific social or economic goals
through L2 acquisition (Carrió-Pastor & Mestre, 2013), and 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. Meanwhile, York,
Gibson, and Rankin (2015) defined “academic success” as comprising six elements,
academic achievement, satisfaction, skill acquisition and competency, persistence,
learning objective achievement, and occupational success.

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 (Ionin, 2013). However, there have also been doubts about the effects
of motivation on language acquisition. Several studies argue that motivation might not
be significantly correlated to students’ academic success, or at least not the sole factor
predicting it, including the work of Binalet and Guerra (2014), Matsumoto (2011),
and Kim (2000). 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 often instills
a sense of accomplishment and satisfaction contributing to intrinsic motivation
(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. 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 successful students who find the given tasks too easy may have their
motivation lessened. Another supporting argument is that 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. In addition, using potential success or
rewards as a motivational factor can lead to 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 students, Mizruchi's perspective underscores the need
for educators to foster resilience by acknowledging past failures. Educators, therefore,
should cautiously leverage success and rewards, avoiding potential student resentment
or dependence on external validation.

In conclusion, the link between student motivation and language learning

success is complex. While motivation fuels positive attitudes and focused efforts,
academic success can be both favorable and unfavorable, fostering both motivation
and potential demotivation. Language educators must navigate this delicate balance to
enhance teaching effectiveness and cultivate enduring student engagement.
 Reference list

Behney, S. M. (2020). SECOND LANGUAGE ACQUISITION: an introductory course,

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Carrió-Pastor, M. L., & Mestre, E. M. M. (2013). Motivation in Second Language
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Cherry, K. (2023). Understanding Intrinsic Motivation. Verywell Mind.
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Ionin, T. (2013). Review articles: Recent publications on research methods in second

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

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