Motivation has been broadly discussed by a vast number of experts and researchers and they agree that this factor influences all the activities we perform in our daily lives. We need to do something because of a reason whether because we are willing to do it from our own desire or if it is provoked by external factors.

According to Dornyei (1998) motivation “energizes” human behavior and “gives it direction” and and at the same time creates a significant dimension in language learning (Gardner, 1985) There are different variables that influence second language acquisition and probably the most important one to consider is students’ perceptions and attitudes. Gardner (1985) states that students’ attitudes towards a specific language group are bound to influence how successful they will be in incorporating aspects of that language. This is especially true considering that learning a foreign language is different from learning other subjects as language is viewed as part of one’s identity. Williams (1994) argues that learning a foreign language involves far more than simply learning skills or a system of rules, or a grammar. According to him, it involves an alteration in self-image, the adoption of new social and cultural behaviors and ways of being and, therefore, has a significant impact on the social nature of the learner.

What this means is that learning a new language in a formal setting involves social interaction that must be effectively designed to help students have positive perceptions of the learning event. Jones (2015) emphasizes that his model of motivation is created based on the different perceptions learners may have while learning. Because of this, the model addresses five teaching strategies to motivate learners as perception is different from one person to another. The emphasis of the model is student-centered and provides a guideline to help teachers design their classes in a way to help learners

Feel empowered of making decisions while learning

Understand that their learning experience is useful

Believe they can achieve successful

Be interested in what they are learning

See that there are persons in the class that care of who they are and their learning.

Dornyei, Z. (1998). Ten commandments for motivating language learners: Results of an empirical study
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. 
Jones, B. (2015) Motivating Students by Design: Practical Strategies for Professors.
Williams, M. (1994). Motivation in foreign and second language learning: An interactive perspective