The Role of Motivation in Enhancing Second Language Acquisition for EAL Students

Abstract

This research investigates motivational frameworks that enhance the learning outcomes of English as an Additional Language (EAL) for learners in Years 11 and 12 in Australian secondary schools. In line with a systematic literature review method, 82 selected peer-reviewed and grey literature sources published between 2020 and 2025 were scrutinised to extract evidence-based practices on learner engagement, effort, and language skills acquisition. The scope of the study, grounded in the L2 Motivational Self System, Self-Determination Theory, and the concept of investment, reveals key motivational drivers that can be classified into two broad clusters: individual and emotional factors, and social and instructional relationships. The findings revealed that the core components of learner engagement include intrinsic motivation, emotional safety, student agency, and support for multilingual identity. Teacher relationships, peer relations, culturally responsive instructional strategies, and family participation are deemed essential motivators for learners and educators. The review highlights significant discrepancies between the proposed professional development components and policy frameworks within multicultural instructional settings. The study presents strong recommendations for incorporating anti-oppressive frameworks, peer mentoring models, comprehensive EAL motivation structures, and holistic approaches into culturally responsive systems. These findings, in addition, broaden understanding for educators, policy makers, and school administrators who seek to support the multilingual and scholarly activities of EAL learners.