Motivation in the Development of Listening and Speaking Skills in English Learners: A Review



Palabras clave:

motivation, motivation theories, types of motivation, listening skills, speaking skills


Motivation is an indispensable factor in language learning, particularly in the development of students' listening and speaking skills. The purpose of this article is to provide an overview of the theoretical frameworks of motivational theories, types of motivation, and studies of the implication of motivation in teaching English on students' listening and speaking skills. Exploratory-descriptive research was implemented, using a qualitative approach, to carry out a theoretical review of scientific and academic sources. The systematic analysis method was applied to organize the results and draw conclusions, where the connection between motivation and language proficiency is explored, placing special emphasis on listening and speaking skills, essential for effective communication. Therefore, the importance of understanding intrinsic, extrinsic, instrumental and integrative factors of motivation is highlighted, as well as the interaction between personal and environmental influences. This provides relevant information to both language teachers and learners about the processes underlying the development of language skills. Nevertheless, educators must understand motivation as it affects language learners’ performance and success, as each form of motivation uniquely contributes to shaping attitudes and persistence in language learning.


Ajmal, M., & Kumar, T. (2020). Inculcating Learners’ Listening Motivation in English Language Teaching: A Case Study of British Education and Training System. Arab World English Journal (AWEJ) Volume 11. Number4, 409 -425.

Aspuri, N., Samad, I. A., Fitriani, S. S., & Samad, N. M. (2019). The Role of Instrumental Motivation among EFL Students in Language Learning Process. Journal of English Education 4(1), 48-53.

Asrul. (2018). The Relationship Between Students’ Motivation and their Listening Achievement at English Language Education Study Program of Khairun University. EdukasI - Jurnal Pendidikan, 173-183.

Atkinson, J. W. (1964). An Introduction to Motivation. Princeton: Van Nostrand.

Alvarez Vera, R. (2023). Filosofía para un mundo pospandémico. Emergentes - Revista Científica, 3(2), 43–55.

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs: Prentice Hall.

Boström, E., & Palm, &. T. (2020). Expectancy-value theory as an explanatory theory for the effect of professional development programmes in formative assessment on teacher practice. Teacher Development, 24:4, 539-558.

Colón, W. R. (2023). Motivation in the classroom to develop English Speaking skills. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 4(2),, 2155–2164.

Day, C. T. (2020). Expectancy Value Theory as a Tool to Explore Teacher Beliefs and Motivations in Elementary Mathematics Instruction. International Electronic Journal of Elementary Education Volume 13, Issue 2,, 169-182.

Deci, E. L. (1972). Intrinsic Motivation, Extrinsic Reinforcement, and Inequity. Journal of Personality and Social Psychology, Vol. 22, No. 1., 113-120.

Deci, E. L., & Ryan, R. M. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology 25, 54-57.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Berlin: Springer Science & Business Media.

Da Silva Santos , F., & López Vargas , R. (2020). Efecto del Estrés en la Función Inmune en Pacientes con Enfermedades Autoinmunes: una Revisión de Estudios Latinoamericanos. Revista Científica De Salud Y Desarrollo Humano, 1(1), 46–59.

Fen, C., & Kiat, a. P. (2015). A Review of Intrinsic and Extrinsic Motivations of ESL Learners. International Conference on Culture, Languages and Literature, 24-31.

Fowler, S. (2022). Motivating speaking in the world language classroom and beyond. NECTFL Review, Number 89, 95-102.

Franco-Santos, M., & Gomez-Mejia, L. R. (2015). Reward Systems. Wiley Encyclopedia of Management, 1-12.

Franco Gallegos , L. I., Aguirre Chávez , J. F., Ponce de León, A. C., Robles Hernández, G. S. I., & Montes Mata, K. J. (2024). Intersecciones entre la salud mental y la actividad física: revisión de beneficios y mecanismos neurofisiológicos. Revista Científica De Salud Y Desarrollo Humano, 5(2), 304–325.

Gardner, R. C., & Lambert, a. W. (2017). Attitude and Motivation in Second Language Learning. Rowley, Massachusetts: Newbury House.

Gardner, R. C., & Maclntyr, a. P. (1989). AN INSTRUMENTAL MOTIVATION IN LANGUAGE STUDY. Uniuersity of Western Ontario, 57-72.

Goctu, R. (2016). The Effects of Motivation on Listening Skills of ELT Students in Georgia (IBSU Case). IJELLH (International Journal of English Language Literature and Humanities) IV(V), 65-79.

Govindaraju, V. (2021). A Review Of Social Cognitive Theory From The Perspective of Interpersonal Communication. Multicultural Education 7 (12), 448-492.

González Benítez , E. (2023). Aplicación de las TIC en las Clases Virtuales de Educación Física en el nivel medio del Colegio Técnico Juan XXIII FROSEP durante la Pandemia del Covid-19 en los años 2020 y 2021. Estudios Y Perspectivas Revista Científica Y Académica , 3(2), 156–180.

Hong, Y. C., & Ganapathy, M. (2017). To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study. English Language Teaching; Vol. 10, No. 9., 17-35.

Ihsa, M. D. (2016). Students’ Motivation in Speaking English. JEES (Journal of English Educators Society) 1(1).

Karam, Z. N., & Kassab, a. M. (2023). Factors Affecting the Motivation of Students Speaking . Pushpa Publishing House, Prayagraj, India, 86 (2), 157-166.

Legault, L. (2016). Intrinsic and Extrinsic Motivation. Encyclopedia of Personality and Individual Differences

Legault, L. (2017). Self-Determination Theory. Encyclopedia of Personality and Individual Differences.

Luszczynska, A., & Schwarzer, a. R. (2015). Social cognitive theory. Predicting Health Behaviour, 225-251.

López, C., & Rivera, M. (2023). Control de Enfermería en Personas con Diabetes Gestacional en Embarazadas de la Argentina. Revista Veritas De Difusão Científica, 4(2), 88–101.

Martela, F., Carducci, B. J., Nav, C. S., & Mio, a. J. (2020). Self-Determination Theor. The Wiley Encyclopedia of Personality and Individual Difference, 369–373.

Mirza, S. B. (2021). Role of Motivation in English Language Learning: A Real Challenge. The Creative launcher, vol. 6, no. 4, 223-229.

Munir, R., Lodhi, M. E., Sabir, H. M., & Khan, N. (2016). Impact of Rewards (Intrinsic and Extrinsic) on Employee Performance with Special Reference to Courier Companies of Faisalabad City. European Journal of Business and Management, 88-97.

Pajares, F. (2022). Overview of Social Cognitive Theory and of Self Efficacy. Emory University.

Pinang, P. (2006). Integrative Motivation: How Perceptions of the Target Language Country Influence Students’ Motivational Pattern. A Paper Presented at the Science and Art of Language In Teaching International Conference, 1-14.

Purmama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ Motivation in Learning English. PROJECT (Professional Journal of English Education) 2(4), 539-544. Obtenido de

Rodiyah, D. A., Rahayu, P., & Antoni, R. (2016). Motivation in Learning Listening at Second Semester of English Study Program In University Pasir Pengaraian. Lembar Pengesahan Artikel Ilmiah, 1-11.

Ryan, R. M., & Deci, E. L. (2022). Self-Determination Theory. In: Maggino, F. (eds). Encyclopedia of Quality of Life and Well-Being Research. Springer, Cham., 1-7. Obtenido de

Salikhova, N. R., Lynch, M. F., & Salikhova, a. A. (2020). Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective. Contemporary Educational Technology, 1-13.

Seven, M. A. (2020). Motivation in language learning and teaching. African Educational Research Journal, 62-71.

Siahaan, A., Ardayanti, & Ramasari, M. (2022). The importance of instrumental motivation among students in Teaching English as Foreign Language (TEFL) process. Educafl. Vol 5 No 1, 1-12.

Simone, S. D. (2015). Expectancy Value Theory: Motivating Healthcare Workers. American International Journal of Contemporary Research Vol. 5, No. 2, 19-23.

Stajkovic, A., & Stajkovic, K. S. (2019). Social Cognitive Theory. Management, 1-14.

Wigfield, A., & Eccles, a. J. (2000). Expectancy–Value Theory of Achievement Motivation. Contemporary Educational Psychology 25, 6.

Wigfield, A., Tonks, S. M., & Klauda, S. L. (2016). Expectancy-value theory. En Handbook of Motivation at School (pág. 20). Routledge.

Zhao, L. (2012). Investigation into Motivation Types and Influences on Motivation: The Case of Chinese Non-English Majors. Canadian Center of Science and Education, 100-122.




Cómo citar

Mala Quinapallo, M. A., Moreira Mejia , L. L., & Vera Candela, G. A. (2024). Motivation in the Development of Listening and Speaking Skills in English Learners: A Review. Estudios Y Perspectivas Revista Científica Y Académica , 4(2), 1509–1527.