Review
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Year 2021, Volume: 4 Issue: 2, 161 - 180, 25.12.2021
https://doi.org/10.35207/later.987050

Abstract

References

  • Almalki, S. (2016). Integrating quantitative and qualitative data in mixed methods research: Challenges and benefits. Journal of Education and Learning, 5(3), 288-296. http://dx.doi.org/10.5539/jel.v5n3p288
  • Altıner, C. (2018). Preparatory school students' English language learning motivation: A sample from Turkey. Universal Journal of Educational Research, 6(8), 1729-1737. https://doi.org/10.13189/ujer.2018.060814.
  • Ayan, H. Ç. (2014). (De) motivation in the preparatory language classroom: EFL learners’ and teachers’ voices. [Master's thesis, Eastern Mediterranean University]. Eastern Mediterranean University Institutional Repository. http://hdl.handle.net/11129/3777
  • Arslan, T., & Çiftçi, H. (2021). Second language motivational self system of sixth graders in Turkey: A correlational study. TESOL Journal, 12(1). https://doi.org/10.1002/tesj.518
  • Aygün, Ö. (2017). A scale of Turkish preparatory school university school students’ demotivational factors towards learning English. [Master's thesis, Anadolu University]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=luDGaBrAmx1NlJLUMVvmsw&no=S8AoTUxs_Vakm6Oq5oLMkA
  • Başaran, S., & Hayta, F. (2013). A correlational study of Turkish university students' motivation to learn English. Electronic Journal of Education Sciences, 2(3), 104-115. https://dergipark.org.tr/tr/pub/ejedus/issue/15937/167582
  • Bilhan, A. (2019). L2 motivational self system of Turkish learners of English. [Master's thesis, Çağ University]. https://hdl.handle.net/20.500.12507/1031
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Bulut, H. (2017). Turkish adult learners' approach to learning English with regard to motivation, attitudes, reasons and willingness to communicate [Master's thesis, Çağ University]. https://hdl.handle.net/20.500.12507/772
  • Cabiroğlu, N. (2016). An investigation of motivational self system of students learning English as a foreign language at a university context. [Master's thesis, Çağ University].
  • Cropley, A. J. (1980). Lifelong learning and systems of education an overview. In A. J. Cropley (Eds.), Towards a system of lifelong education (pp. 1-15). Pergamon. https://doi.org/10.1016/B978-0-08-026068-6.50007-3
  • Dailey, A. (2009). Key motivational factors and how teachers can encourage motivation in their students. University of Birmingham. http://dl.icdst.org/pdfs/files3/a5543bb4a5698cbfdc7adcdc965a90db.pdf
  • Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied linguistics, 23(4), 421-462. https://doi.org/10.1093/applin/23.4.421
  • Dörnyei, Z. (2005). The Psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers
  • Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self, (pp. 9-42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003
  • Fatemi, A. H., & Asghari, A. (2012). Attribution theory, personality traits, and gender differences among EFL learners. International Journal of Education, 4(2), 181-201. https://doi.org/10.5296/ije.v4i2.1455
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
 https://doi.org/10.1037/h0083787
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Massachusetts: Newbury House Publishers.
  • Genç, Z. S., & Aydın, F. (2017). An Analysis of learners' motivation and attitudes toward learning English language at tertiary Level in Turkish EFL context. English Language Teaching, 10(4), 35-44. https://doi.org/10.5539/elt.v10n4p35
  • Göktepe, F. T. (2014). Attitudes and motivation of Turkish undergraduate EFL students towards learning English language. Studies in English Language Teaching, 2(3), 314-332. https://doi.org/10.22158/selt.v2n3p314
  • Günay, S. (2017). An investigation of Turkish police officers' motivational variables in learning English as a foreign language [Master's thesis, Çağ University]. https://hdl.handle.net/20.500.12507/832
  • Hall, E. T. (1966). The hidden dimension. Garden City, NY: Doubleday. http://seyhan.library.boun.edu.tr/record=b1159790~S5
  • Hu, R. J. S. (2011). The Relationship between demotivation and EFL learners' English language proficiency. English Language Teaching, 4(4), 88-96. http://dx.doi.org/10.5539/elt.v4n4p88
  • Kim, T. Y. (2005). Reconceptualizing L2 motivation theory: Vygotskian activity theory approach. English Teaching, 60(4), 299-322. http://dx.doi.org/10.15858/engtea.68.4.201312.141
  • Kırkgöz, Y. (2007). English Language Teaching in Turkey: Policy Changes and their Implementations. RELC Journal, 38(2), 216-228. http://dx.doi.org/10.1177/0033688207079696
  • Kormos, J., & Csizér, K. (2008). Age‐related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language learning, 58(2), 327-355. https://doi.org/10.1111/j.1467-9922.2008.00443.x
  • Leary, M. R. (2007). Motivational and emotional aspects of the self. Annual Reviews of. Psychology, 58, 317-344. https://doi.org/10.1146/annurev.psych.58.110405.085658
  • Markus, H., & Ruvolo, A. (1989). Possible selves: Personalized representations of goals. In L. A. Pervin (Ed.), Goal concepts in personality and social psychology (pp. 211–241). Lawrence Erlbaum Associates, Inc.
  • Mori, S., & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34(2), 194-210. https://doi.org/10.1016/j.system.2005.11.002
  • Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. Language learning, 63(1), 34-62. https://doi.org/10.1111/j.1467-9922.2012.00717.x
  • O’Doherty, E. F. (1975). Social Factors and Second Language Policies. In J. W. Oller, & J. C. Richards (Eds.), Focus on the Learner: Pragmatic Perspectives for the Language Teacher. Rowley, MA: Newbury House. http://dx.doi.org/10.2307/325829
  • Öztürk, E. Ö. (2002). Contemporary motivation theories in educational psychology and language learning: An overview. The International Journal of Social Sciences, 3(1), 33-46. https://tijoss.com/3rd%20Volume/elcin.pdf
  • Öztürk, G., & Aydın, B. (2019). English Language Teacher Education in Turkey: Why Do We Fail and What Policy Reforms Are Needed? Anadolu Journal of Educational Sciences International, 9(1), 181-213. https://doi.org/10.18039/ajesi.520842
  • Öztürk, G., & Gürbüz, N. (2013). Motivational Orientations of Turkish EFL Students: The Case at a State University. Dil ve Edebiyat Egitimi Dergisi, 2(8), 62-77. https://doi.org/10.12973/dee.11.215
  • Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide, p.19. John Wiley & Sons. https://doi.org/10.1002/9780470754887
  • Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self, (pp. 120-143). Multilingual Matters. https://doi.org/10.21832/9781847691293-007
  • Şener, S., & Erol, I. K. (2017). Motivational orientations and self-efficacy beliefs of Turkish students towards EFL learning. Eurasian Journal of Educational Research, 16(67), 251-267. http://doi.org/10.14689/ejer.2017.67.15
  • Sakiroglu, B., & Dikilitas, K. (2012). Language learning motivation of Turkish tertiary level EFL students. Procedia-Social and Behavioral Sciences, 46, 3215-3219. https://doi.org/10.1016/j.sbspro.2012.06.039
  • Şahin, N. E. (2020). L2 motivational self system of Turkish EFL learners and their achievement attributions. [Master's thesis, Çağ University]. https://hdl.handle.net/20.500.12507/1324
  • Sandelowski M., Docherty S., & Emden C. (1997). Qualitative metasynthesis: Issues and techniques. Research in Nursing and Health, 20(4), 365–371. https://doi.org/10.1002/(SICI)1098-240X(199708)20:4%3C365::AID-NUR9%3E3.0.CO;2-E
  • Sıvacı, S. (2019). An investigation into the relationship between EFL learners' emotional experiences and L2 motivational self system. [Master's thesis, Çağ University]. https://hdl.handle.net/20.500.12507/1028
  • Solak, E. (2012). Exploring the role of motivational factors in the academic achievement of EFL learners. ELT Research Journal, 1(4), 240-254. http://dx.doi.org/10.22202/tus.2018.v4i2.2779
  • Taylan, H. (2017a). The language learning motivation of university-level students regarding the L2 Motivational Self System at a Turkish university context. [Doctoral thesis, University of Exeter, College of Social Sciences and International Studies; School of Education]. http://hdl.handle.net/10871/32639
  • Taylan, H. (2017b). The factors that affect language learning motivation of adult learners who learn English in Turkish university context. Electronic Turkish Studies, 12(14), 411-430. https://turkishstudies.net/Makaleler/1467631766_23TaylanHalit-egt-411-430.pdf
  • Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), p.558. https://doi.org/10.1007/s11423-016-9481-2
  • Tuyan, S. E., & Serindağ, E. (2019). Revisiting the socio-educational model of second language acquisition in Turkish tertiary EFL context. Journal of Language and Linguistics Studies, 15(2), 450-469. https://doi.org/10.17263/jlls.586105
  • Walsh, D., & Downe, S. (2005). Meta‐synthesis method for qualitative research: A literature review. Journal of advanced nursing, 50(2), 204-211. https://doi.org/10.1111/j.1365-2648.2005.03380.x
  • Weiner, B. (1974). Motivational psychology and educational research. Educational Psychologist, 11(2), 96-101. http://dx.doi.org/10.1080/00461527409529130

  • Williams, M. & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press.
  • Yetkin, R., & Ekin, S. (2018). Motivational orientations of secondary school EFL learners toward language learning. Eurasian Journal of Applied Linguistics, 4(2), 375-388. http://dx.doi.org/10.32601/ejal.464202
  • Yılmaz, C. (2017a). An Examination of the Relationship between L2 Motivational Self System and L2 Learning in Turkish EFL Context. In M. Gammone, M. A. Icbay, & H. Arslan (Eds.), Recent Developments in Education, (pp. 266-274), Bialystok.
  • Yılmaz, C. (2017b). L2 motivational self system and its relationship with gender, proficiency and yea. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(3), 185-193. https://doi.org/10.18844/prosoc.v4i3.2537

Research Perspectives on English as a Foreign Language (EFL) Learning Motivation in Turkish Context: A Systematic Review of Studies between 2010 and 2021

Year 2021, Volume: 4 Issue: 2, 161 - 180, 25.12.2021
https://doi.org/10.35207/later.987050

Abstract

Motivation has been demonstrated to be an important affective factor in language learning process and its importance has led to the emergence of diverse research perspectives in both foreign and second language learning contexts. In addition to the research studies investigating language learning motivation of learners, review studies presenting the picture of how and in what ways this phenomenon has been studied as a research focus make a significant contribution to the understanding of it. Based on this, this study aims to scrutinize how English as a foreign language (EFL) motivation has been studied as a research matter in Turkish context. Aims of the studies, the participant groups and contexts, research methodologies, motivational frameworks followed and major findings were examined to find out the general trends in EFL motivation research. For these purposes, 14 research studies and nine master’s thesis and doctoral dissertations in the last 10-year period were selected based on certain criteria, and they were systematically analyzed in the light of the research questions. The findings showed that motivational research in Turkish EFL context mainly concentrate on university context, and some of the findings related to motivational orientations of Turkish EFL learners are inconsistent and need more investigation.

References

  • Almalki, S. (2016). Integrating quantitative and qualitative data in mixed methods research: Challenges and benefits. Journal of Education and Learning, 5(3), 288-296. http://dx.doi.org/10.5539/jel.v5n3p288
  • Altıner, C. (2018). Preparatory school students' English language learning motivation: A sample from Turkey. Universal Journal of Educational Research, 6(8), 1729-1737. https://doi.org/10.13189/ujer.2018.060814.
  • Ayan, H. Ç. (2014). (De) motivation in the preparatory language classroom: EFL learners’ and teachers’ voices. [Master's thesis, Eastern Mediterranean University]. Eastern Mediterranean University Institutional Repository. http://hdl.handle.net/11129/3777
  • Arslan, T., & Çiftçi, H. (2021). Second language motivational self system of sixth graders in Turkey: A correlational study. TESOL Journal, 12(1). https://doi.org/10.1002/tesj.518
  • Aygün, Ö. (2017). A scale of Turkish preparatory school university school students’ demotivational factors towards learning English. [Master's thesis, Anadolu University]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=luDGaBrAmx1NlJLUMVvmsw&no=S8AoTUxs_Vakm6Oq5oLMkA
  • Başaran, S., & Hayta, F. (2013). A correlational study of Turkish university students' motivation to learn English. Electronic Journal of Education Sciences, 2(3), 104-115. https://dergipark.org.tr/tr/pub/ejedus/issue/15937/167582
  • Bilhan, A. (2019). L2 motivational self system of Turkish learners of English. [Master's thesis, Çağ University]. https://hdl.handle.net/20.500.12507/1031
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Bulut, H. (2017). Turkish adult learners' approach to learning English with regard to motivation, attitudes, reasons and willingness to communicate [Master's thesis, Çağ University]. https://hdl.handle.net/20.500.12507/772
  • Cabiroğlu, N. (2016). An investigation of motivational self system of students learning English as a foreign language at a university context. [Master's thesis, Çağ University].
  • Cropley, A. J. (1980). Lifelong learning and systems of education an overview. In A. J. Cropley (Eds.), Towards a system of lifelong education (pp. 1-15). Pergamon. https://doi.org/10.1016/B978-0-08-026068-6.50007-3
  • Dailey, A. (2009). Key motivational factors and how teachers can encourage motivation in their students. University of Birmingham. http://dl.icdst.org/pdfs/files3/a5543bb4a5698cbfdc7adcdc965a90db.pdf
  • Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied linguistics, 23(4), 421-462. https://doi.org/10.1093/applin/23.4.421
  • Dörnyei, Z. (2005). The Psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers
  • Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self, (pp. 9-42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003
  • Fatemi, A. H., & Asghari, A. (2012). Attribution theory, personality traits, and gender differences among EFL learners. International Journal of Education, 4(2), 181-201. https://doi.org/10.5296/ije.v4i2.1455
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
 https://doi.org/10.1037/h0083787
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Massachusetts: Newbury House Publishers.
  • Genç, Z. S., & Aydın, F. (2017). An Analysis of learners' motivation and attitudes toward learning English language at tertiary Level in Turkish EFL context. English Language Teaching, 10(4), 35-44. https://doi.org/10.5539/elt.v10n4p35
  • Göktepe, F. T. (2014). Attitudes and motivation of Turkish undergraduate EFL students towards learning English language. Studies in English Language Teaching, 2(3), 314-332. https://doi.org/10.22158/selt.v2n3p314
  • Günay, S. (2017). An investigation of Turkish police officers' motivational variables in learning English as a foreign language [Master's thesis, Çağ University]. https://hdl.handle.net/20.500.12507/832
  • Hall, E. T. (1966). The hidden dimension. Garden City, NY: Doubleday. http://seyhan.library.boun.edu.tr/record=b1159790~S5
  • Hu, R. J. S. (2011). The Relationship between demotivation and EFL learners' English language proficiency. English Language Teaching, 4(4), 88-96. http://dx.doi.org/10.5539/elt.v4n4p88
  • Kim, T. Y. (2005). Reconceptualizing L2 motivation theory: Vygotskian activity theory approach. English Teaching, 60(4), 299-322. http://dx.doi.org/10.15858/engtea.68.4.201312.141
  • Kırkgöz, Y. (2007). English Language Teaching in Turkey: Policy Changes and their Implementations. RELC Journal, 38(2), 216-228. http://dx.doi.org/10.1177/0033688207079696
  • Kormos, J., & Csizér, K. (2008). Age‐related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language learning, 58(2), 327-355. https://doi.org/10.1111/j.1467-9922.2008.00443.x
  • Leary, M. R. (2007). Motivational and emotional aspects of the self. Annual Reviews of. Psychology, 58, 317-344. https://doi.org/10.1146/annurev.psych.58.110405.085658
  • Markus, H., & Ruvolo, A. (1989). Possible selves: Personalized representations of goals. In L. A. Pervin (Ed.), Goal concepts in personality and social psychology (pp. 211–241). Lawrence Erlbaum Associates, Inc.
  • Mori, S., & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34(2), 194-210. https://doi.org/10.1016/j.system.2005.11.002
  • Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. Language learning, 63(1), 34-62. https://doi.org/10.1111/j.1467-9922.2012.00717.x
  • O’Doherty, E. F. (1975). Social Factors and Second Language Policies. In J. W. Oller, & J. C. Richards (Eds.), Focus on the Learner: Pragmatic Perspectives for the Language Teacher. Rowley, MA: Newbury House. http://dx.doi.org/10.2307/325829
  • Öztürk, E. Ö. (2002). Contemporary motivation theories in educational psychology and language learning: An overview. The International Journal of Social Sciences, 3(1), 33-46. https://tijoss.com/3rd%20Volume/elcin.pdf
  • Öztürk, G., & Aydın, B. (2019). English Language Teacher Education in Turkey: Why Do We Fail and What Policy Reforms Are Needed? Anadolu Journal of Educational Sciences International, 9(1), 181-213. https://doi.org/10.18039/ajesi.520842
  • Öztürk, G., & Gürbüz, N. (2013). Motivational Orientations of Turkish EFL Students: The Case at a State University. Dil ve Edebiyat Egitimi Dergisi, 2(8), 62-77. https://doi.org/10.12973/dee.11.215
  • Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide, p.19. John Wiley & Sons. https://doi.org/10.1002/9780470754887
  • Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self, (pp. 120-143). Multilingual Matters. https://doi.org/10.21832/9781847691293-007
  • Şener, S., & Erol, I. K. (2017). Motivational orientations and self-efficacy beliefs of Turkish students towards EFL learning. Eurasian Journal of Educational Research, 16(67), 251-267. http://doi.org/10.14689/ejer.2017.67.15
  • Sakiroglu, B., & Dikilitas, K. (2012). Language learning motivation of Turkish tertiary level EFL students. Procedia-Social and Behavioral Sciences, 46, 3215-3219. https://doi.org/10.1016/j.sbspro.2012.06.039
  • Şahin, N. E. (2020). L2 motivational self system of Turkish EFL learners and their achievement attributions. [Master's thesis, Çağ University]. https://hdl.handle.net/20.500.12507/1324
  • Sandelowski M., Docherty S., & Emden C. (1997). Qualitative metasynthesis: Issues and techniques. Research in Nursing and Health, 20(4), 365–371. https://doi.org/10.1002/(SICI)1098-240X(199708)20:4%3C365::AID-NUR9%3E3.0.CO;2-E
  • Sıvacı, S. (2019). An investigation into the relationship between EFL learners' emotional experiences and L2 motivational self system. [Master's thesis, Çağ University]. https://hdl.handle.net/20.500.12507/1028
  • Solak, E. (2012). Exploring the role of motivational factors in the academic achievement of EFL learners. ELT Research Journal, 1(4), 240-254. http://dx.doi.org/10.22202/tus.2018.v4i2.2779
  • Taylan, H. (2017a). The language learning motivation of university-level students regarding the L2 Motivational Self System at a Turkish university context. [Doctoral thesis, University of Exeter, College of Social Sciences and International Studies; School of Education]. http://hdl.handle.net/10871/32639
  • Taylan, H. (2017b). The factors that affect language learning motivation of adult learners who learn English in Turkish university context. Electronic Turkish Studies, 12(14), 411-430. https://turkishstudies.net/Makaleler/1467631766_23TaylanHalit-egt-411-430.pdf
  • Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), p.558. https://doi.org/10.1007/s11423-016-9481-2
  • Tuyan, S. E., & Serindağ, E. (2019). Revisiting the socio-educational model of second language acquisition in Turkish tertiary EFL context. Journal of Language and Linguistics Studies, 15(2), 450-469. https://doi.org/10.17263/jlls.586105
  • Walsh, D., & Downe, S. (2005). Meta‐synthesis method for qualitative research: A literature review. Journal of advanced nursing, 50(2), 204-211. https://doi.org/10.1111/j.1365-2648.2005.03380.x
  • Weiner, B. (1974). Motivational psychology and educational research. Educational Psychologist, 11(2), 96-101. http://dx.doi.org/10.1080/00461527409529130

  • Williams, M. & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge University Press.
  • Yetkin, R., & Ekin, S. (2018). Motivational orientations of secondary school EFL learners toward language learning. Eurasian Journal of Applied Linguistics, 4(2), 375-388. http://dx.doi.org/10.32601/ejal.464202
  • Yılmaz, C. (2017a). An Examination of the Relationship between L2 Motivational Self System and L2 Learning in Turkish EFL Context. In M. Gammone, M. A. Icbay, & H. Arslan (Eds.), Recent Developments in Education, (pp. 266-274), Bialystok.
  • Yılmaz, C. (2017b). L2 motivational self system and its relationship with gender, proficiency and yea. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(3), 185-193. https://doi.org/10.18844/prosoc.v4i3.2537
There are 52 citations in total.

Details

Primary Language English
Subjects Language Studies, Other Fields of Education
Journal Section Review Articles
Authors

Gülçin Yonca Güleçoğlu 0000-0002-6422-1457

Gökhan Öztürk 0000-0001-5621-3820

Publication Date December 25, 2021
Acceptance Date November 25, 2021
Published in Issue Year 2021 Volume: 4 Issue: 2

Cite

APA Güleçoğlu, G. Y., & Öztürk, G. (2021). Research Perspectives on English as a Foreign Language (EFL) Learning Motivation in Turkish Context: A Systematic Review of Studies between 2010 and 2021. Language Teaching and Educational Research, 4(2), 161-180. https://doi.org/10.35207/later.987050

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