EXPLORING INDIVIDUAL-PSYCHOLOGICAL APPROACHES TO ENHANCE MOTIVATION AMONG EFL STUDENTS
Motivation is a critical factor in the success of language learners, particularly in English as a Foreign Language (EFL) contexts. This article explores individual-psychological approaches that can enhance motivation among EFL students. By examining theories such as Self-Determination Theory (SDT), Goal Setting Theory, and Self-Efficacy, this paper aims to provide insights into how these psychological frameworks can be effectively integrated into EFL teaching practices. The findings suggest that fostering intrinsic motivation, setting achievable goals, and enhancing self-efficacy can significantly improve EFL students' engagement and performance
Deci, E.L., Ryan, R.M. (1985). *Intrinsic motivation and self-determination in human behavior*. New York: Plenum.
Locke, E.A., Latham, G.P. (2002). *Building a practically useful theory of goal setting and task motivation: A 35-year odyssey*. American Psychologist, 57(9), 705-717.
Bandura, A. (1977). *Self-efficacy: Toward a unifying theory of behavioral change*. Psychological Review, 84(2), 191-215.
Reeve, J., et al. (2004). *Engagement during instruction: What it is and how to improve it*. Educational Psychologist.
Miller, K., Dyer, J.E. (2018). *Connecting language learning with real-world applications*. Journal of Language Teaching and Research.
Johnson, D.W., Johnson, R.T. (1999). *Learning together and alone: Cooperative competitive and individualistic learning*. Boston: Allyn Bacon.
Zimmerman, B.J. (2002). *Becoming a self-regulated learner: An overview*. Theory into Practice.
Hattie, J., Timperley, H. (2007). *The power of feedback*. Review of Educational Research, 77(1), 81-112.
Schunk, D.H., Zimmerman, B.J. (2008). *Motivation and self-regulated learning: Theory, research, and applications*. New York: Routledge.
Bandura, A. (1997). *Self-efficacy: The exercise of control*. New York: W.H. Freeman.
Niemann, C., et al. (2014). *Motivation in foreign language learning: The role of autonomy*. Educational Psychology Review.
Schunk, D.H. (2003). *Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation*. Reading Writing Quarterly.
Usher, E.L., Pajares, F. (2008). *Sources of self-efficacy in school: Critical review of the literature and future directions*. Review of Educational Research.
Dörnyei, Z., Ushioda, E. (2011). *Motivation, language identity and the L2 self*. Bristol: Multilingual Matters.
Gardner, R.C., Lambert, W.E. (1972). *Attitudes and motivation in second-language learning*. Rowley, MA: Newbury House.
Oxford, R.L., Shearin, J. (1994). *Language learning motivation: Expanding the theoretical framework*. The Modern Language Journal
.jpg)
1.png)
