Motivation has long been recognized as a central determinant of success in second language acquisition (SLA); however, the development of motivation research over the last decade has not been comprehensively mapped. This study aims to examine publication trends, geographical distribution, thematic structure, and the conceptual evolution of research on motivation in second language learning through a bibliometric approach. Data were retrieved from the Scopus database for a ten-year period and analyzed using Biblioshiny and VOSviewer. These tools were employed to identify patterns of scientific productivity, country-level contributions, keyword co-occurrence, thematic clusters, and the evolution of dominant research themes. The findings reveal a steady increase in publications, indicating sustained scholarly attention to motivation in SLA. China emerged as the most productive country, followed by other major contributors from North America, Europe, the Middle East, and Asia. The keyword and thematic analyses show that current research is strongly centered on the L2 Motivational Self System, self-regulation, digital learning, learner engagement, anxiety, self-efficacy, and willingness to communicate. The thematic evolution further indicates a shift from attitude-based and static models of motivation toward more dynamic, contextual, and learner-centered frameworks that emphasize learning experiences, emotional factors, technological environments, and individual differences. This study contributes to the field by offering a systematic conceptual map of SLA motivation research and by identifying emerging directions for future inquiry. It recommends further longitudinal, cross-cultural, and technology-integrated studies to deepen understanding of how motivation develops across diverse second language learning contexts and across different stages of learner development over time.
Nila Umi Salamah, Aura Bunga Tauhid, Nur Hidayanto Pancoro Setyo Putro· Journal of Languages and Lan...· 0 citations
Background:This research explores the factors influencing Assessment for Learning (AfL) literacy among senior high school English teachers in Yogyakarta, Indonesia, drawing on Alonzo's (2016) comprehensive six-dimensional framework. Examining AfL from a sociocultural viewpoint reveals the multifaceted roles of instructors as assessors, pedagogists, student partners, motivators, learners, and stakeholders (Gipps, 1999; Lave & Wenger, 1991). The expertise of teachers in assessment for learning significantly influences the quality of feedback, reflection, and educational outcomes, making assessment literacy essential for effective teaching.Methodology:This quantitative study employed a validated AfL literacy survey, derived from Alonzo (2016), and was administered to 250 English instructors within the Senior High School English Teacher Working Group in Yogyakarta. We employed Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) to investigate the dimensions of AfL literacy and to examine the influence of gender, education, experience, and institutional support on it.Findings:The results showed that educational attainment, teaching experience, and institutional support had a considerable impact on teachers' AfL literacy, while gender did not have a significant effect. Educators with Master’s degrees and over ten years of teaching experience demonstrated enhanced literacy in assessment for learning, particularly in the roles of assessors, pedagogists, and partners with students. Support from the institution enhanced teachers' confidence and sustained their engagement in assessment for learning practices.Conclusion:Transforming conceptual understanding into effective classroom practice requires continuous professional development, support from the school, and regular reflection on practices.Originality:This investigation extends Alonzo’s (2016) framework to the context of Indonesian EFL, systematically identifying demographic and institutional elements that affect AfL literacy, an area that has been rarely examined in educational research within Southeast Asia.
Sukarno, Nur Hidayanto Pancoro Setyo Putro, Ihtiara Fitrianingsih et al.· Script Journal· 0 citations
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