Motivational Challenges in Online EFL Learning: A Comprehensive Review of the Literature
DOI:
https://doi.org/10.65405/1gctcv63Keywords:
online EFL, motivation, self-determination theory, L2 motivational self-system, motivational challengesAbstract
This paper investigates motivational challenges in online EFL learning. Since motivation is one of the key issues that impact L2 learners’ performance in the language learning process, and online platforms become an important tool of transforming knowledge, it is crucial to highlight the major motivational difficulties that affect L2 learning in online context. This study employs a literature-based review approach to examine research on motivational challenges in online EFL learning. Relevant studies were involved if they(a) focus on EFL or ESL contexts, (b) studied online or blended learning environments, and (c) identified motivational factors or challenges. Both qualitative and quantitative studies published recently were involved to ensure relevance to current online learning practices. This review highlights many issues affects motivation in online learning such as, lack of social interaction, technical issues, psychological factors and other external factors like course designer and teacher support. In addition, passive participation and engagement was also an issue. The implication of this study proposes that technology has the potential to enhance motivation if it is used effectively teachers and online course designers should give more importance to motivation regarding their strategies, teaching methods, material presented, and learners’ style trying to increase students interest and engagement in online context.
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