A Review of the Research into the Relationship Between Proficiency and Motivation

Motivation is held to play a crucial role in the acquisition of a second language. Consequently, numerous studies have used various types of statistical analyses and motivational theories to investigate the relationship between students’ L2 English language proficiency and the extent and nature of their motivation. This article reviews 30 articles which used one of the following theories of motivation, all of which are widely used in the field of second language acquisition: the socio-educational model, expectancy value theory, L2 motivational self system, and self-determination theory. Unsurprisingly, the reviewed studies consistently found that motivation and English language proficiency are correlated. In addition, many, though not all, of the studies found that motivation of a more “internalized” nature has a stronger relationship with English language proficiency than more instrumental and/or extrinsic motivation. The following information is also provided for each of the studies reviewed: locations, contexts, sample numbers, motivational and proficiency instruments, statistical analyses, and results.