A systematic literature review of empirical studies on tertiary EFL teachers’ motivation and demotivation
The 21st-century higher education complexities have given rise to the necessities of conducting empirical studies related to EFL teachers’ motivation and demotivation. This necessitates the researchers identifying the key motivational features and research practices in the domain. Hence, this System...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2470564 |
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| author | Nousin Laila Bristi Latisha Asmaak Shafie Hafizah Binti Hajimia Md. Kamrul Hasan |
| author_facet | Nousin Laila Bristi Latisha Asmaak Shafie Hafizah Binti Hajimia Md. Kamrul Hasan |
| author_sort | Nousin Laila Bristi |
| collection | DOAJ |
| description | The 21st-century higher education complexities have given rise to the necessities of conducting empirical studies related to EFL teachers’ motivation and demotivation. This necessitates the researchers identifying the key motivational features and research practices in the domain. Hence, this Systematic Literature Review encompassed empirical studies on university EFL teachers’ motivation and demotivation between 1974 and 2024. The researchers extracted articles from Web of Science and Scopus databases that were screened for eligibility, utilizing the PRISMA protocol which yielded 21 empirical papers. The selected articles were analyzed with an integrative approach. The qualitative data included the salient discoveries of the empirical studies, and the quantitative data encompassed the methodological features. The qualitative themes were aligned with the quantitative numbers during the quantitative data analysis to build deeper insights. The qualitative results revealed emerging themes, like university EFL teachers’ motivation and demotivation for research, innovative teaching, professional development, teaching English, and career choice. Quantitative findings showcased the inadequacy of empirical studies that concern time, places, topics, theories, and methodologies. The study prescribes several measures for policymakers, university EFL teachers, and teacher-researchers. |
| format | Article |
| id | doaj-art-2f8e7df4f06d44beafbfc6794fbc0945 |
| institution | DOAJ |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-2f8e7df4f06d44beafbfc6794fbc09452025-08-20T03:22:16ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2470564A systematic literature review of empirical studies on tertiary EFL teachers’ motivation and demotivationNousin Laila Bristi0Latisha Asmaak Shafie1Hafizah Binti Hajimia2Md. Kamrul Hasan3Department of English, United International University, BangladeshAcademy of Language Studies, Universiti Teknologi MARA, MalaysiaSchool of Education, Universiti Utara Malaysia, MalaysiaDepartment of English, United International University, BangladeshThe 21st-century higher education complexities have given rise to the necessities of conducting empirical studies related to EFL teachers’ motivation and demotivation. This necessitates the researchers identifying the key motivational features and research practices in the domain. Hence, this Systematic Literature Review encompassed empirical studies on university EFL teachers’ motivation and demotivation between 1974 and 2024. The researchers extracted articles from Web of Science and Scopus databases that were screened for eligibility, utilizing the PRISMA protocol which yielded 21 empirical papers. The selected articles were analyzed with an integrative approach. The qualitative data included the salient discoveries of the empirical studies, and the quantitative data encompassed the methodological features. The qualitative themes were aligned with the quantitative numbers during the quantitative data analysis to build deeper insights. The qualitative results revealed emerging themes, like university EFL teachers’ motivation and demotivation for research, innovative teaching, professional development, teaching English, and career choice. Quantitative findings showcased the inadequacy of empirical studies that concern time, places, topics, theories, and methodologies. The study prescribes several measures for policymakers, university EFL teachers, and teacher-researchers.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2470564Demotivationeducationsystematic literature reviewteacher motivationuniversity EFL teachersTeachers & Teacher Education |
| spellingShingle | Nousin Laila Bristi Latisha Asmaak Shafie Hafizah Binti Hajimia Md. Kamrul Hasan A systematic literature review of empirical studies on tertiary EFL teachers’ motivation and demotivation Cogent Education Demotivation education systematic literature review teacher motivation university EFL teachers Teachers & Teacher Education |
| title | A systematic literature review of empirical studies on tertiary EFL teachers’ motivation and demotivation |
| title_full | A systematic literature review of empirical studies on tertiary EFL teachers’ motivation and demotivation |
| title_fullStr | A systematic literature review of empirical studies on tertiary EFL teachers’ motivation and demotivation |
| title_full_unstemmed | A systematic literature review of empirical studies on tertiary EFL teachers’ motivation and demotivation |
| title_short | A systematic literature review of empirical studies on tertiary EFL teachers’ motivation and demotivation |
| title_sort | systematic literature review of empirical studies on tertiary efl teachers motivation and demotivation |
| topic | Demotivation education systematic literature review teacher motivation university EFL teachers Teachers & Teacher Education |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2470564 |
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