Changed Tendencies in Research Issues on Motivation for Foreign Languages Learning (Review for 2021)



The COVID-19 pandemic has changed social and educational environment, which affected the educational process participants and the research directions. The article shows the changes in the direction of studies dealing with the issues of university students` foreign languages learning motivation, published in 2021. Researching is still aimed at studying the online environment and its potential. Its high potential to develop the motivation is stated, but the lack of participants` experience of its using prevents its full acceptance so far. The problems of maintaining personal interaction between a teacher and students; overcoming stress and anxiety; adaptation to the virtual learning environment and their impact on the motivation are of research interest. Another part of the research works is traditionally devoted to the components of educational motivation, strategies for their managing, etc. The results of the analysis will help to understand how well the problem has been studied and determine the direction of future research.

General Information

Keywords: COVID-19 pandemic, online (distance) learning, foreign languages learning, motivation

Journal rubric: Psychology of Education

Article type: scientific article


Acknowledgements. The authors are deeply grateful to the reviewers for their expert evaluation of the manuscript.

Received: 05.06.2022


For citation: Tsalikova I.K., Pakhotina S.V., Kungurova I.M., Slizkova E.V., Voronina E.V. Changed Tendencies in Research Issues on Motivation for Foreign Languages Learning (Review for 2021) [Elektronnyi resurs]. Psychological-Educational Studies, 2022. Vol. 14, no. 3, pp. 3–20. DOI: 10.17759/psyedu.2022140301. (In Russ., аbstr. in Engl.)


  1. Abramova I.E., Shishmolina E.P. Adaptaciya studentov nelingvisticheskih special'nostej k onlajn-obucheniyu inostrannym yazykam [Adaptation of non-linguistic students to online foreign language learning]. Perspektivy Nauki i Obrazovania [Perspectives of Science and Education], 2021. Vol. 3, no. 51, pp. 188–198. DOI:10.32744/pse.2021.3.13 (In Russ.).
  2. Belova K.M., Sudakov V.A. Issledovanie effektivnosti metodov ocenki relevantnosti tekstov [Effectiveness of methods for assessing the text relevance]. Preprinty IPM im. M.V. Keldysha  [Preprints of the M.V. Keldysh Institute of Applied Mathematics], 2020. Vol. 68. DOI:10.20948/prepr-2020-68 (In Russ.).
  3. Rybakova M.V. Cifrovaya obrazovatel'naya sreda kak faktor razvitiya inoyazychnyh kompetencij[Digital educational environment as a factor of foreign language competences development]. Perspektivy Nauki i Obrazovania [Perspectives of Science and Education], 2021. Vol. 1, no. 49, pp. 232–248. DOI:10.32744/pse.2021.1.16 (In Russ.).
  4. Starchikova I.Yu. Osobennosti distancionnogo obucheniya v sovremennyh usloviyah rossijskogo vuza: po materialam oprosa studentov [Features of distance learning in the modern conditions of a Russian university: based on the materials of a survey of students]. Perspektivy Nauki i Obrazovania [Perspectives of Science and Education], 2021. Vol. 2, no. 50, pp. 103–117. DOI:10.32744/pse.2021.2.7 (In Russ.).
  5. Tsalikova I.K., Pakhotina S.V. Problema motivacii izucheniya inostrannyh yazykov v mezhdunarodnyh issledovaniyah: sistematicheskij obzor [The issue of motivation for foreign languages learning in international research works: Scoping review]. Obrazovanie i nauka [The Education and science journal], 2021. Vol. 23, no. 5, pp. 38–63. DOI:10.17853/1994-5639-2021-5-38-63 (In Russ.).
  6. Al-Hoorie A.H. Sixty years of language motivation research: Looking back and looking forward. Sage Open, 2017. Vol. 7, no. 1, pp. 1–11. DOI:10.1177/2158244017701976
  7. Alotumi M. EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study. Heliyon, 2021. Vol. 7, no. 4, e06664. DOI:10.1016/j.heliyon.2021.e06664
  8. Babelyuk O., Koliasa O., Lopushanskyy V., Smaglii V., Yukhymets S. Psychological difficulties during the covid lockdown: video in blended digital teaching Language, Literature, and Culture. Arab World English Journal, 2021. Vol. 4, pp. 172–182. DOI:10.24093/awej/covid.13
  9. Busse V. Plurilingualism in Europe: Exploring attitudes toward English and other European languages among adolescents in Bulgaria, Germany, the Netherlands, and Spain. Modern Language Journal, 2017. Vol. 101(3), pp. 566–582. DOI:10.1111/modl.12415
  10. Chernova O.E., Litvinov A.V., Gorbunova L.N., Telezhko I.V., Nizamutdinova S.M. Development of sportsman students' autonomy in the educational environment of electronic information and foreign language teachers' readiness to this process. Journal of Human Sport and Exercise, 2021. Vol. 16, pp. 1227–1243. DOI:10.14198/jhse.2021.16.Proc3.39
  11. Choi L., Chung S. Navigating online language teaching in uncertain times: Challenges and strategies of EFL educators in creating a sustainable technology-mediated language learning environment. Sustainability (Switzerland), 2021. Vol. 13, no. 14, p. 7664. DOI:10.3390/su13147664
  12. Chyzhykova O.V. Provision of constructive feedback by means of information technologies in the process of foreign language competence development of students of economic specialties. Information Technologies and learning tools, 2021. Vol. 82, no. 2, pp. 231–242. DOI:10.33407/itlt.v82i2.3999
  13. Diep L.N., Hieu V.M. Examining quality of English language learning of university students in Vietnam: the moderating role of competition factor. Eurasian Journal of Educational Research, 2021. Vol. 95, pp. 55–79. DOI:10.14689/ejer.2021.95.4
  14. Drugova E., Zhuravleva I., Aiusheeva M., Grits D. Toward a model of learning innovation integration: TPACK-SAMR based analysis of the introduction of a digital learning environment in three Russian universities. Education and Information Technologies, 2021. Vol. 26, no. 4, pp. 4925–4942. DOI:10.1007/s10639-021-10514-2
  15. Fryer L.K., Ainley M. Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs. Learning and Instruction, 2019. Vol. 60, pp. 252–262. DOI:10.1016/j.learninstruc.2017.11.002
  16. Galynska O.M., Shkoliar N.V., Dziubata Z.I., Kravets S.V., Levchyk N.S. Innovative teaching technologies as a way to increase students' competitiveness. International Journal of Education and Information Technologies, 2021. Vol. 15, pp. 215–226. DOI:10.46300/9109.2021.15.22
  17. Gil-Galván R., Martín-Espinosa I. Analysis of the motivational and attitudinal profile about language learning by students in Higher Education: Application of the Attitude/Motivation Test Battery (AMTB) | [Análisis del perfil motivador y actitudinal sobre el aprendizaje de idiomas de los estudiantes en educación superior: Aplicación del attitude/motivation test battery (amtb).]. Revista Complutense de Educacion, 2021. Vol. 32, no. 3, pp. 463–476. DOI:10.5209/rced.70598
  18. Golubeva T.I., Skudnyakova E.V., Kasatkina N.N., Dandanova S.V., Dagbaeva O.I. The impact of visualization tools in distance English language learning: the experience of the Russian university teachers. Revista Tempos e Espacos Educacao, 2021. Vol. 14, no. 33. DOI:10.20952/revtee.v14i33.16111
  19. Kaltsum H.U., Hidayat M.T. Attitudinal factors among elementary school teacher education students. International Journal of Evaluation and Research in Education, 2021. Vol. 10, no. 1, pp. 375–380. DOI:10.11591/ijere.v10i1.20543
  20. Klimova B., Pikhart M., Cierniak-Emerych A., Dziuba S. A qualitative analysis of students’ reflections on the current use of digital media in foreign language classes. Sustainability (Switzerland), 2021. Vol. 13, no. 16, pp. 9082. DOI:10.3390/su13169082
  21. Lazorak O., Belkina T.O., Yaroslavova E. Changes in Student Autonomy via E-Learning Courses. International Journal of Emerging Technologies in Learning, 2021. Vol. 16, no. 17, pp. 209–225. Available at: (Accessed 10.11.2021).
  22. Li C.L., Tang L.H., Zhang S. Understanding directed motivational currents among Chinese EFL students at a Technological University. International Journal of Instruction, 2021. Vol. 14, no. 2, pp. 953–968. DOI:10.29333/iji.2021.14254a
  23. Liu M.H., Yuan R.Q. Changes in and Effects of Foreign Language Classroom Anxiety and Listening Anxiety on Chinese Undergraduate Students’ English Proficiency in the COVID-19 Context. Frontiers in Psychology, 2021. Vol. 12, pp. 670824. DOI:10.3389/fpsyg.2021.670824
  24. Luján R.J.M., Inacio E.J.H., Calderón V.E.H., Villamar R.M., García A.K. Attitudes toward learning English and procrastination in students from a private institution specialized in foreign languages in the City of Lima-Peru | [Actitudes hacia el aprendizaje de inglés y procrastinación en estudiantes de una institución privada especializada en idiomas extranjeros en la ciudad de Lima-Perú]. Revista Colombiana de Psicologia, 2021. Vol. 30, no. 2, pp. 27–39. DOI:10.15446/rcp.v30n2.83678
  25. Lychuk M., Bilous N., Isaienko S., Gritsyak L., Nozhovnik O. Smart automated language teaching through the smart sender platform. European Journal of Educational Research, 2021. Vol. 10, no. 2, pp. 841–854. DOI:10.12973/eu-jer.10.2.841
  26. Maican M.-A., Cocoradă E. Online foreign language learning in higher education and its correlates during the covid‐19 pandemic. Sustainability (Switzerland), 2021. Vol. 13, no. 2, pp. 1–21, 781. DOI:10.3390/su13020781
  27. Mendoza A., Phung H. Motivation to learn languages other than English: A critical research synthesis. Foreign Language Annals, 2019. Vol. 52, no. 1, pp. 121–140. DOI:10.1111/flan.12380
  28. Milgram N.A., Batori G., Mowrer D. Correlates of academic procrastination. Journal of School Psychology, 1993. Vol. 31, pp. 487–500. Available at:Прокрастинация#CITEREFТарасевич2014 (Accessed 08.11.2021).
  29. Mortazavi M., Davarpanah A. Implementation of a thematic analysis method to develop a qualitative model on the authentic foreign language learning perspective: a case study in the University of Northern Cyprus. Education Sciences, 2021. Vol. 11, no. 9, p. 544. DOI:10.3390/educsci11090544
  30. Mulyono H., Saskia R. Affective variables contributing to Indonesian EFL students' willingness to communicate within face-to-face and digital environments. Cogent Education, 2021. Vol. 8, no. 1. DOI:10.1080/2331186X.2021.1911282
  31. Nagle C. Using Expectancy Value Theory to understand motivation, persistence, and achievement in university-level foreign language learning. Foreign Language Annals, 2021. Vol. 9. DOI:10.1111/flan.12569
  32. Navarro-Guzmán J.I., Romero-Alfaro E., Menacho-Jiménez I., Aragón-Mendizábal E. Teaching psychology at university using the content and language integrated learning (CLIL) approach | [Aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) para enseñar psicología en la universidad]. Porta Linguarum, 2021. Vol. 2021, no. 35, pp. 77–91. DOI:10.30827/portalin.v0i35.16858
  33. Nguyen H.-T.T. Project-based assessment in teaching intercultural communication competence for foreign language students in higher education: A case study. European Journal of Educational Research, 2021. Vol. 10, no. 2, pp. 933–944. DOI:10.12973/eu-jer.10.2.933
  34. Pinto R.D., Peixoto B., Melo M., Cabral L., Bessa M. Foreign language learning gamification using virtual reality – a systematic review of empirical research. Education Sciences, 2021. Vol. 11, no. 5, p. 222. DOI:10.3390/educsci11050222
  35. Pishghadam R., Derakhshan A., Jajarmi H., Tabatabaee F.S., Shayesteh S. Examining the role of teachers' stroking behaviors in EFL learners' active/passive motivation and teacher success. Frontiers in Psychology, 2021. Vol. 12, p. 3034. DOI:10.3389/fpsyg.2021.707314
  36. 36.      Safin I.K., Khasanova O.V., Karimova A.A., Semushina E.Yu., Shustova S.V. Speaking skills development in ESL e-learning educational environment. Revista on line de politica e gestao educacional, 2021. Vol. 3, no. 25, pp. 577–588. DOI:10.22633/rpge.v25iesp.1.14998
  37. Setiyadi A.B., Mahpul M., Wicaksono B.A. Exploring motivational orientations of English as foreign language (EFL) learners: A case study in Indonesia. South African Journal of Education, 2019. Vol. 39, no. 1, pp. 1–12. Available at: (Accessed 20.11.2019).
  38. Smyth A.M., Manzanares N.G., Fernandez-Munoz J.J. Anxiety and personality as indicators of academic performance in university Foreign Language classrooms. Porta Linguarum, 2021. Vol. 6, no. 36, pp. 27–42. DOI:10.30827/portalin.v0i36.15376
  39. Tadeyeva M.I., Kupchyk L.Y., Litvinchuk A.T. The use of ICT tools for the formation of learning and communication strategies in the foreign language classroom in non-language institutions of higher education. Information Technologies and Learning Tools, 2021. Vol. 81, no. 1, pp. 272–284. DOI:10.33407/itlt.v81i1.3099
  40. Torgerson C. Systematic Reviews. Bloomsbury Publishing, 2003. Available at: (Accessed 20.03.2020).
  41. Yan C.M., He C.J. Why do final-year student teachers skip classes? A Chinese perspective. Compare-A Journal of Comparative and International Education, 2019. Vol. 49, no. 1, pp. 81–97. DOI:10.1080/03057925.2017.1385389

Information About the Authors

Ida K. Tsalikova, PhD in Philology, Associate Professor, Chair of Russian and Foreign Philology, Cultural Studies and Methods of their Training, Tyumen State University, Ishim, ORCID:, e-mail:

Svetlana V. Pakhotina, PhD in Education, Associate Professor, Chair of Russian and Foreign Philology, Cultural Studies and Methods of their Training, Tyumen State University, Ishim, Russia, ORCID:, e-mail:

Irina M. Kungurova, PhD in Education, Acting Dean, Faculty of Social Sciences and Humanities, Tyumen State University, Ishim, Russia, ORCID:, e-mail:

Elena V. Slizkova, PhD in Education, Head of the Chair of Pedagogics and Phycology, Tyumen State University, Ishim, Russia, ORCID:, e-mail:

Evgeniya V. Voronina, PhD in Education, Associate Professor, Chair of Educational Science and Psychology, Tyumen State University, Ishim, Russia, ORCID:, e-mail:



Total: 473
Previous month: 18
Current month: 10


Total: 103
Previous month: 4
Current month: 1