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<p style="text-align:justify;">Second language (L2)&nbsp;motivation research has been thriving for the past decades by emphasizing L2&nbsp;motivation theories and describing the motivated learner, while relatively few&nbsp;studies have dealt with how to motivate students in a systematic way. Approaches&nbsp;in these studies either included investigations into the role of different&nbsp;motivational strategies that teachers can use to motivate their students&nbsp;(Dörnyei &amp; Csizér, 1998; Guilloteaux &amp; Dörnyei, 2008) or the impact of&nbsp;various intervention methods (Chan, 2014; Mackay, 2014; Magid, 2014). Even&nbsp;though more situated and classroom-room related projects have been completed&nbsp;recently (Henry, Sundqvist &amp; Thorsen, 2019), there is a need to provide&nbsp;further systematic analyses of how to maximize learner’s L2 motivation in the&nbsp;21st century. To fulfill this aim, the present theoretical investigation first&nbsp;summarizes the most important L2 motivation theories and their contributions to&nbsp;learner motivation, then outlines the challenges that make motivating students&nbsp;difficult in the 21stcentury. These areas comprise the role of English as a&nbsp;lingua franca, students’ plurilingual identities and the relationship between student motivation and autonomy as a user. Among the main results and implications of the investigation features the finding that student motivation&nbsp;can be increased by engaging learners on their own terms and by involving their reality and creativity in the language learning process. Methods and activities&nbsp;which enable students to act as L2 users in the language class include translation and literature. In addition, the classroom as a venue of genuine&nbsp;communication can have a positive impact on student motivation in the practice&nbsp;of language teaching.</p>

Helping to Maximize Learners’ Motivation for Second Language Learning

Original Research 

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Guest-editors: 
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: Pathways to the Successful Teaching and Learning of an L2: In Honour of Andrew D. Cohen