A Systematic Review of Factors Influencing Young Learners’ Motivation to Learn English

This study reviews current empirical studies on young learners’ (YLs) motivation to learn English published between 2020 and 2024 in nine countries. We focus on how authors defined motivation, what research design they used, what the main findings are, and what factors influence YLs’ motivation. We followed the procedures of systematic reviews recommended by Arksey and O’Malley (2005). First, we screened publications along these inclusion criteria: listed in Scopus-indexed journals Q1 and Q2, published in English between 2020 and 2024, and empirical studies on children’s motivation. This study revealed that effective teaching practices, self-regulated learning strategies, collaborative learning, self-accessed extramural activities in English and enjoyment in doing them, personality traits, meaningful, appropriate, and challenging tasks in classes, and good relationships between teachers and YLs were the key factors impacting children’s motivation most strongly. These have implications for practice. We argue that children’s self-access learning must be developmentally scaffolded and socially supported, and motivation should involve and lead to autonomy. Therefore, children should have access to enjoyable and age-appropriate activities not only in the classroom, but also at home and in digital settings to sustain their motivation.