1. INTRODUCTION

In the literature, motivation has been largely proven as a key factor in the development of English learners’ capacity. Numerous research papers and reports have shown that with the right motivation, most second language learners can achieve satisfactory success in their learning (Alizadeh, 2016). Ngo (2022) also suggested that the two most important factors which determine second language (L2) learners’ success are motivation and persistence.

Previous research in L2 teaching has indicated that non-English major students may lack motivation to learn English (Alotumi, 2021; Tran and Baldauf, 2007). As suggested by Alizadeh (2016), although students’ nonachievement in learning may stem from other personal reasons such as health, family conditions, this may also indicate a lack of motivation which often manifests itself in reduced focus and self-perceived obligations to engage in learning activities. Motivation has long been proven by the academia to be a complex factor in SLA. Nonetheless, within the scope of this secondary research, I aim to present some major findings from the previous studies on motivation in English learning. Through reading and analysis of research papers, an overview of students’ motivation will be presented, which can subsequently be applied and tailored to the case of Thuyloi university students. Besides, the report also suggests ways to help improve students’ motivation in English learning.