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MOTIVATION IN THE DEVELOPMENT OF LISTENING
AND SPEAKING SKILLS IN ENGLISH LEARNERS: A
REVIEW
La Motivación en el Desarrollo de las Habilidades de
Comprensión Auditiva y Expresión Oral en Estudiantes de
Inglés: Una Revisión
Marcos Argenis Mala Quinapallo
Universidad Laica Eloy Alfaro de Manabí Extensión Chone, Ecuador
Luis Leonardo Moreira Mejia
Universidad Técnica Estatal de Quevedo, Ecuador
Gary Anibal Vera Candela -
Universidad Laica Eloy Alfaro de Manabí, Ecuador
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DOI: hps://doi.org/10.61384/r.c.a..v4i2.301
Movaon in the Development of Listening and Speaking Skills
in English Learners: A Review
Marcos Argenis Mala Quinapallo
marcosquinapallo_1998@hotmail.com
hps://orcid.org/0009-0002-4941-5568
Universidad Laica Eloy Alfaro de Manabí
Extensión Chone
Ecuador
Luis Leonardo Moreira Mejia
lmoreiram7@uteq.edu.ec
hps://orcid.org/0000-0003-2001-1578
Universidad Técnica Estatal de Quevedo
Ecuador
Gary Anibal Vera Candela
garyvera_1988@hotmail.com
hps://orcid.org/0000-0001-7726-2584
Universidad Laica Eloy Alfaro de Manabí
Ecuador
ABSTRACT
Movaon is an indispensable factor in language learning, parcularly in the development of
students' listening and speaking skills. The purpose of this arcle is to provide an overview of the
theorecal frameworks of movaonal theories, types of movaon, and studies of the
implicaon of movaon in teaching English on students' listening and speaking skills.
Exploratory-descripve research was implemented, using a qualitave approach, to carry out a
theorecal review of scienc and academic sources. The systemac analysis method was
applied to organize the results and draw conclusions, where the connecon between movaon
and language prociency is explored, placing special emphasis on listening and speaking skills,
essenal for eecve communicaon. Therefore, the importance of understanding intrinsic,
extrinsic, instrumental and integrave factors of movaon is highlighted, as well as the
interacon between personal and environmental inuences. This provides relevant informaon
to both language teachers and learners about the processes underlying the development of
language skills. Nevertheless, educators must understand movaon as it aects language
learners’ performance and success, as each form of movaon uniquely contributes to shaping
atudes and persistence in language learning.
Keywords: movaon, movaon theories, types of movaon, listening skills, speaking skills
Recibido: 15-mayo-2024 / Aprobado: 18-junio-2024
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La Movación en el Desarrollo de las Habilidades de
Comprensión Audiva y Expresión Oral en Estudiantes de
Inglés: Una Revisión
RESUMEN
La movación es un factor indispensable en el aprendizaje de idiomas, parcularmente en el
desarrollo de las habilidades audivas y orales de los estudiantes. El propósito de este arculo
es proporcionar una visión general de los marcos teóricos de las teorías movacionales, los pos
de movación y los estudios de la implicación de la movación en la enseñanza de inglés, en las
habilidades de comprensión audiva y expresión oral de los estudiantes. Se implementó una
invesgación exploratoria-descripva, mediante un enfoque cualitavo, para realizar una
revisión teórica de fuentes ciencas y académicas. Para organizar los resultados y extraer
conclusiones se aplicó el método de análisis sistemáco, donde se explora la conexión entre la
movación y el dominio del idioma, poniendo especial énfasis en las habilidades de escucha y
expresión oral, esenciales para una comunicación efecva. Por consiguiente, la movación
destaca los factores intrínsecos, extrínsecos, instrumentales e integradores y la interacción entre
las inuencias personales y ambientales, proporcionando así información signicava a los
profesores y estudiantes de idiomas sobre los procesos subyacentes al desarrollo de las
habilidades lingüíscas. Sin embargo, comprender la movación es crucial para los educadores,
ya que afecta el desempeño y el éxito de los estudiantes de idiomas, ya que cada forma de
movación contribuye de manera única a moldear las actudes y la persistencia en el
aprendizaje de idiomas.
Palabras clave: movación, teorías de la movación, pos de movación, habilidades para
escuchar, habilidades para hablar
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INTRODUCTION
Movaon is a foundaon stone in the eld of language learning, exceponally to encourage the
development of students’ listening and speaking skills [7, 34]. Understanding the intricate
dynamics of movaon is essenal for both educators and researchers as it inuences students’
atudes, persistence, and language acquision outcomes [40]. This arcle aims to provide an
in-depth review of movaonal theories, types of movaon and their implicaons for English
teaching, specically focusing on students’ listening and speaking skills.
Numerous students around the world frequently face problems in developing speaking and
listening skills due to several factors, including the fear of not understanding or expressing
themselves eecvely in the second language, liming language acquision and subsequently
communicaon. Therefore, it is essenal that language educators nd something that
encourages their learners to improve and development their skills.
Movaon serves as a driving force behind language learners’ commitment and progress [34].
Movaon theories namely Self-Determinaon Theory (SDT), Expectancy-Value Theory (EVT),
and Social Cognive Theory (SCT) suggest valuable insights into the nature of movaon. [4, 5,
11, 38]. When it comes to examining these theories, a comprehensive understanding of the
complex processes underlying language acquision and skill development is expanded.
Within the movaon spectrum, intrinsic and extrinsic movaons play fundamental roles in
learning a language [30]. Intrinsic movaon comes within individuals, driven by internal desires
and rewards, whereas extrinsic movaon is produced by external smuli and incenves [2, 12,
23]. Furthermore, instrumental movaon is associated with objecves, unlike integrave
movaon it embodies a sincere fascinaon with culture [15, 19, 29]. Undoubtedly, recognizing
these disncons is crucial for teachers to adapt their approaches and support students
eecvely to develop and improve their language skills.
The impact of movaon on students’ listening and speaking skills is of certain interest in
language teaching contexts; thus, studies that examine the inuence of movaon on listening
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skills reveal the predominance of extrinsic movaon, although with nuanced correlaons with
actual listening performance [17, 21, 34]. Likewise, research on speaking skills focuses aenon
on the leading role of movaon in driving eort, interest, and atude toward speaking English.
Strategies such as varied teaching techniques and incenves are idened as eecve means to
strengthen students’ movaon and improve speaking uency [7, 13, 20].
In this revision, a type of exploratory-descripve research was used, with a qualitave approach
to explore the connecon between movaonal theories and the development of English
language skills. Through a meculous literature review, key studies and movaonal theories
were analyzed. Accordingly, a systemac analysis method was used to extract and synthesize
themac knowledge, presented in gures for clarity.
In brief, this research arcle synthesizes exisng literature to elucidate the profound inuence of
movaon on language learners’ listening and speaking skills in learning contexts of a second
language. By considering the interacon between movaonal factors and language prociency,
language teachers and researchers can design specic intervenons to foster students’ linguisc
development and success [34].
Movaon Theories
Self-Determinaon Theory (SDT)
Ryan and Deci state that SDT is a prominent framework in the study of movaon and well-being
of human beings, supported by substanal research, oering informaon on the movaonal
roots of personality and social dynamics, highlighng the connecon between psychological
needs fundamentals and general well-being [32]. While Legault denes the SDT as a theory that
delves into movaon and human personality, emphasizing the interacon between individuals
and their social environment, classifying movaon into intrinsic and extrinsic types, highlighng
its inuence on behavior in dierent areas [23].
Similarly, Martela et al. menon that SDT is an empirically supported framework that focuses on
human movaon, personality, and well-being, comprising six mini-theories, containing
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cognive appraisals, goal content and relaon-ship movaon theories, which shed light on the
factors that contribute to human ourishing [25]. Finally, Salikhova et al. highlight that SDT
dierenates between external (re-ward-driven) and internal (personal value-driven)
movaons, suggesng a connuum between them. Internal movaon correlates with more
posive outcomes compared to external movaon [33].
Expectancy-Value Theory (EVT)
EVT postulates that movaon arises from individuals’ expectaons of success and the perceived
value of task out-comes, as individuals are more movated to perform tasks at which they
believe they can succeed and that they consider signicant [39]. Nevertheless, EVT assumes that
movaon depends on people's beliefs about their probability of success and the perceived
value of the results of the task, allowing it to be applied to teachers' expectaons and evaluaons
[6].
EVT integrates several decision-making factors, parcularly expectancy of success and personal
value, into a single framework [8]. Besides, EVT refers to beliefs about one’s ability to perceive
current compeon, while expectaons of success refer to future results, disnguishing
between present and future focus [38]. Therefore, EVT focuses on cognive factors that
inuence movaon and posits that individuals are movated when they believe that eort
leads to performance and performance leads to desired rewards [36].
Social Cognive Theory (SCT)
Stajkovic remarks that SCT views humans as acve agents who navigate life by making judgments
about how their environment, personal factors, and behavior interact to achieve desired
outcomes, shaping their belief systems [37]. Nonetheless, Luszczynska and Schwarzer suggest
that SCT emphasis to the role of foresight in human movaon, focusing on outcome
expectaons, in addion, key factors such as perceived self-ecacy and outcome expectaons,
along with goals, barriers, and facilitators [24].
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Pajares comments that SCT allows educaonal intervenons to reciprocally target personal,
environmental, or behavioral factors; strategies focus on improving emoonal, or movaonal
processes, improving behavioral competencies or altering social condions to improve well-
being [28]. Whereas Govindaraju notes that SCT incorporates elements of informaon
processing such as responsiveness, awareness, and memory, helps to understand group
dynamics and implicit social rules, therefore, it emphasizes the challenges in understanding
communicaon or group dynamics that can hinder social success [18].
Movaon
Movaon inuences students’ English learning performance and has been a focal point for
foreign language teachers and researchers over the years [40]. Without a doubt, movaon plays
a crucial role in the learning process, allowing learning objecves to be achieved [30].
Types of Movaon
Deci and Ryan have conducted extensive research on both intrinsic and extrinsic forms of
movaon, which is why they state that understanding the disncon between them can shed
light on various aspects of development and educaonal methodologies [10]. On the other hand,
Gardner and Lambert point out that in their theory, two key movaonal constructs in second
language acquision: integrave and instrumental movaon [15].
Intrinsic Movaon
Intrinsic movaon is a form of movaon that arises internally [26]. Considering that it
originates within the individual and can culvate and strengthen through environments that
promote the individual’s autonomy and sense of competence [22]. Hence, intrinsic movaon is
derived from one’s own identy and well-being, it drives individuals when learning becomes its
own reward, standing out notably in the rst descripons of movaon in the acquision of a
second language [12].
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Extrinsic Movaon
Extrinsic movaon focuses on the individual parcipang in an acvity with the goal of
obtaining external rewards, especially recognion, approval, or academic success [9].
Parcularly extrinsic rewards fall into seven categories: compensaon, benets, work
environment, acknowledgment, growth and feedback, advancement, and leadership
opportunies [14]. Moreover, rewards serve as movators for individuals, encouraging
parcipaon and high performance [27].
Instrumental Movaon
Gardner and Maclntyr suggest that instrumental movaon depends on the situaon and the
focus is on receiving monetary compensaon for eecve performance [16]. While Aspuri et al.
claim that instrumental movaon is based on the drive students possess to excel on an exam,
secure employment prospects, or be admied to the classroom; Essenally, this movaon
drives students to learn a foreign language like English, as English prociency can open valuable
economic and educaonal avenues crucial for their future endeavor [2]. Hence, instrumental
movaon is a factor that inuences students to be successful in acquiring prociency in a
foreign language, such as English [35].
Integrave Movaon
Integrave movaon becomes relevant when language learners harbor favorable percepons
and a genuine curiosity about the country, culture, social integraon, or individuals associated
with the language they are studying [29]. Students with integrave movaon tend to have more
perseverance in their learning, especially when faced with challenges or dicult tasks [19].
Impact of Movaon on Students’ Listening Skills
According to Goctu, movaon plays a relevant role in English Language Teaching, especially in
improving listening skills, in his study, invesgates the connecon be-tween students' movaon
and their listening skills, examining whether movaon is intrinsic or extrinsic, their research
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highlights various movaonal factors, with external movaon being predominant among the
61 rst-year ELT students surveyed [17].
Rodiyah et al. evaluate students' movaon to learn listening in the second semester of the
English Studies Program at Pasir Pengaraian University. Using a descripve quantave
approach, data was collected from a sample of twenty-two students in the Class through
quesonnaires and interviews. The results revealed that the predominant source of movaon
was extrinsic, represenng 81.81% of the responses [31].
Asrul in his research examines the relaonship between students' movaon and their listening
performance using a quantave method with a correlaon design. Thirty second semester
students of the English Language Educaon Studies Program at Khairun University parcipated
in the study. Data were collected through quesonnaires that measured movaon and listening
scores. The ndings revealed a small correlaon coecient between movaon and listening
achievement, suggesng a non-signicant relaonship [4].
Ajmal and Kumar in their study invesgate movaon’s impact on listening skills among students
at BETS Lahore, Pakistan, in early 2020. Ulizing the ELCMS and MALQ, it explores the correlaon
between listening strategy instrucon and movaon. Pre-test and Post-test scores of thirty-six
parcipants were analyzed using mixed eects regression and paired tests. Results indicate a
posive but diminishing eect on movaon over the four weeks treatment period [1].
Impact of Movaon on Students’ Speaking Skills
Ihsa menons that movaon, though intangible, drives eort, interest, atude, and desire in
language learning. This descripve quantave research explores students' movaon in
praccing English speaking at Muhammadiyah 1 Senior High School Gresik's Easy-Speaking
course. Results highlight moderate levels of eort (56.1%), interest (49.7%), atude (59.9%),
and high desire (71.43%). Recommendaons include ulizing media, dierenang teaching
techniques, incenvizing performance [20].
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In his study Colón demonstrates the importance of movaon in learning English by examining
the factors that aect students' movaon, such as interests, the role of teachers and daily
habits. He applies a quesonnaire, second-level English students from the Poncia Universidad
Católica de Ambato provided their ideas. The research states recommendaons to improve
movaon and English-speaking skills for future growth [7].
Karam and Kassab in their study aims to examine the factors that aect students' movaon,
focusing on ve variables: movaon, personality, atudes toward English teachers, classroom
environment and media of instrucon, and atudes toward the English language. Data were
collected through a quesonnaire distributed to ninety-two parcipants. The research concludes
that atudes toward English teachers, classroom environment and instruconal media, are the
most inuenal variables that posively aect students’ movaon [21].
Fowler in her study highlights the importance of improving students’ willingness to speak in
secondary language classrooms. She adds that student-centered strategies, such as providing
choices about conversaon topics and guiding metacognive tasks, can engage students in
discourse, reduce anxiety, and increase speaking uency [13].
RESULTS
Figure 1. Movaon Theories [4, 5, 11, 38].
As showed in the gure 1, the three prominent theories of movaon menoned before, Self-
Determinaon Theory (SDT), Expectancy Value Theory (EVT), and Social Cognive Theory (SCT),
provide comprehensive frameworks for understanding human movaon, personality, and well-
being. First, SDT accentuates the main types of movaon, that is, intrinsic and extrinsic
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movaons, highlighng the importance of psychological needs and their inuence on general
well-being. Second, EVT focuses on individuals’ expectaons of success and the perceived value
of task outcomes, integrang cognive factors into movaon. Third, SCT views humans as acve
agents, considering the interacon between personal factors, environments, and behavior in
shaping movaon. Briey, these theories present valuable insights into the mulfaceted nature
of movaon and its impact on various aspects of human life, parcularly in EFL acquision and
skill development.
Figure 2. Types of movaon [10, 15].
As illustrated in the gure 2, there are four main types of movaon among them, intrinsic and
extrinsic movaons are foundaonal disncons, with intrinsic movaon stemming from
internal drives such as enjoyment and autonomy; unlike, extrinsic movaon ed to external
rewards and recognion. Addionally, instrumental movaon is associated with specic goals,
admiraon, and reasons while integrave movaon reects a sincere interest in culture and
social integraon. Consequently, each type of movaon uniquely shapes students’ atudes,
persistence, and their success in acquiring the language.
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Figure 3. Impact of Movaon on Students’ Listening Skills [1,4,17, 31].
As can be seen from gure 3, research studies explored the impact of movaon on students’
listening skills in English language learning contexts. Goctu’s study highlighted the prevalence of
external movaon among rst-year ELT students, suggesng its relevance for improving
listening skills. Similarly, Rodiyah et al. found that extrinsic movaon was the main source of
movaon for learning listening among students. In contrast, Asruls stated that a non-signicant
relaonship between movaon and listening performance among students.
Nevertheless, Ajmal and Kumar indicated a posive but decreasing eect of movaon on
listening skills over me among language learners. These ndings stress the complex interplay
between movaon and listening skills in English language learning, urging further research to
fully grasp their dynamics and implicaons in language acquision.
Figure 4. Impact of Movaon on Students’ Listening Skills [7, 13, 20, 21].
As depicted in gure 4, research studies examined the impact of movaon on students’
speaking skills in English learning contexts. Ihsa’s research revealed moderate levels of eort,
interest, atude, and a high desire among students to pracce speaking English. Colón’s study
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idened factors that inuence movaon, such as interests, teacher roles, and daily habits,
while Karam and Kassab concluded that atudes toward teachers, the classroom environment,
and instruconal media signicantly and posively aect movaon.
Furthermore, Fowler underlined the importance of scholar-centered strategies, including
oering choices about conversaon topics and guiding metacognive tasks, to improve students’
willingness to speak and improve speaking uency in language classrooms. These ndings
collecvely underscore the crucial role of movaon in language learning and suggest praccal
approaches for educators to foster movaon and improve oral skills among English learners.
METHODOLOGY
The revision research aimed principally to provide an overview of the theorecal frameworks of
movaonal theories, types of movaon (intrinsic movaon, extrinsic movaon, integrave
movaon, and instrumental movaon) and studies of the implicaon of movaon in
developing English in students’ listening and speaking.
Hence, this study conducted exploratory-descripve research, integrang exisng literature, and
a qualitave research design was adopted to delve deeper into the intricate interacon between
movaonal theories, types of movaon and the development of English language skills,
parcularly listening and speaking skills, among language students.
Through the applicaon of a meculous literature review process, encompassing numerous
journals, theses, academic arcles and peer-reviewed books, registered in dierent scienc
databases (SCOPUS, Scholar Google, Redalyc, Scielo, Dialnet, WOS, etc.). A comprehensive
selecon of relevant studies and theories related to movaon in language learning was
examined, to idenfy key factors and techniques that inuence movaon of students and their
impact on language learning skills and outcomes.
Employing a systemac analysis approach, key concepts, emerging designs, and themac
insights were extracted and synthesized, oering a nuanced understanding of the implicaons
of movaon in the context of the acquision and development of language skills in language
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learners. Using four gures, the synthesized results were presented clearly, improving visual
understanding.
Ethical consideraons were paramount in conducng the study, through appropriate citaon and
compliance with informed consent procedures. Despite limitaons, this review provides a robust
theorical framework for examining the intricate relaonship between movaon and English
language prociency, oering valuable insights for language educators, learners, and researchers
alike.
CONCLUSIONS
The Self-Determinaon Theory (SDT), Expectancy-value Theory (EVT), and Social Cognive
Theory (SCT) collecvely oer robust frameworks for understanding human movaon,
personality, and well-being. SDT emphasizes intrinsic and extrinsic movaons, highlighng the
signicance of psychological needs for overall well-being. EVT delves into individuals'
expectaons of success and the perceived value of task outcomes, incorporang cognive
elements into movaon. Meanwhile, SCT considers humans as acve agents, exploring the
interplay between personal factors, environments, and behavior in shaping movaon. These
theories provide valuable insights into the complex nature of movaon and its profound impact
on various aspects of human life, including English as a Foreign Language (EFL) acquision and
skill development.
Movaon is a crical factor inuencing students’ performance in learning the English language,
aracng considerable aenon from both educators and researchers. Within the realm of
movaon, intrinsic and extrinsic movaons are fundamental disncons. Intrinsic movaon
arises internally, while extrinsic movaon focuses on external rewards. On the other hand,
instrumental movaon, linked to specic objecves, whilst integrave movaon reects a
genuine interest in culture. These various forms of movaon play dierent roles in shaping
students’ atudes, persistence, and success in their language acquision eorts and in coping
with limitaons that may arise in their learning.
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Regarding the impact of movaon on students’ listening skills in language teaching contexts;
numerous studies highlight the importance of movaon, parcularly extrinsic movaon, in
inuencing students' listening skills. However, a limited correlaon was found between
movaon and listening achievement, suggesng a nuanced relaonship, deepening the
correlaon between listening strategy instrucon and movaon, indicang a posive but
decreasing eect on movaon with me. In summary, the complexity of the relaonship
between movaon and listening skills, where extrinsic movaon oen plays a predominant
role, while the correlaon between movaon and actual listening performance can vary.
Mulple studies previously analyzed point out the signicant impact of movaon on students’
speaking skills in language learning contexts, emphasizing the fundamental role of movaon in
driving eort, interest, and atude toward speaking English, with recommendaons that include
the use of various teaching techniques and incenves for improvement performance.
Furthermore, specic variables, namely atude towards language teachers and classroom
environment, have been idened as inuenal factors in boosng student movaon. Though
it also highlights the eecveness of student-centered strategies in promong speech uency by
reducing anxiety and increasing engagement. Concisely, it underlines the importance of
culvang and maintaining movaon to support the development of students’ oral skills in
language acquision.
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