Tracing the Dynamic Evolution of Learning Motivation and Its Effect on Reading Persistence for English Second Language Learners

Abstract

Motivation plays a pivotal role in English language acquisition, particularly by sustaining learners' engagement in reading activities, which are essential for developing language proficiency. Although motivation has been widely examined in educational research, limited attention has been given to its developmental trajectory over time and its impact on the persistence of English as a Second Language (ESL) learners in reading tasks. This systematic literature review (SLR) aims to trace the evolving nature of learning motivation and evaluate its immediate influence on learners' sustained engagement with reading. Drawing on sixteen qualitative studies, the review investigates how motivational dynamics vary among learners and identifies the underlying psychological, emotional, and contextual factors that shape these changes. Emerging findings indicate that motivation substantially affects the extent to which students remain committed to reading, with persistence under motivational influence serving as a critical contributor to improvements in reading and overall language competence. Accordingly, the study advocates for instructional strategies that are responsive to fluctuating motivational states, thereby promoting prolonged learner engagement. This review offers valuable insights for educators, curriculum developers, and researchers seeking to enhance ESL learners’ reading proficiency.