Безымянный indd

Literature review
Self-Determination Theory (Deci & Ryan, 1985), in this theory, as above said, the phenomenon 
of motivation is divided into two parts: intrinsic and extrinsic. The importance of understanding 
these two types shows that educators of language cannot always depend on the intrinsic motivation 
of learners. As a result, they should use extrinsic motives to stimulate and keep the motivation of 
learners. All people have not intrinsic motivation to similar things. Intrinsic motivation is usually ex-
plained as doing any particular task for inherent interest and satisfaction. Also, it is called volitional 
activity(Ryan & Deci, 2000). In the case of volitional activity, a reward is making or participating 
in that activity itself. In contrast to intrinsic motivation, and extrinsic motivation is an activity which 
has done to reach specific separable result (Ryan & Deci, 2000). For example, a learner can learn a 
language because he or she wants to get a dream job in the future. For this purpose, English as a world 
language can be beneficial, which is the extrinsic motivation for a student who is learning a language 
because of avoiding his or her parent’s sanction or to get a reward from them to achieve success in 
the second language. 
From the practical aspect of teaching English, English teachers can use a framework for motiva-
tional teaching practice (Dornyei Zoltan, 2001). This framework is divided into four stages. These 
are the followings: 
I. Creating initial motivational circumstances 
II. Generating initial learner’s motivation 
III. Protection and maintaining of the learner’s motivation
IV. Persuading retrospective self-evaluation in a positive approach
In the first stage, keeping awareness of learners is essential to create a solid foundation for moti
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vation and encourage it, such as asking questions related to learner knowledge rather than doing the 
particular task (Dörnyei, 2002). Growing an initial motivation is to have a good relationship between 

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teacher and students by showing friendship and empathy (Dornyei Zoltan, 2001). The next stage 
is generating learners’ initial motivation. To complete this stage, learners should be persuaded by 
positive and beneficial values that related English language(Dornyei Zoltan, 2001), such as studying 
abroad, communicating with foreigners, new knowledge sources and et cetera. Another way to gen-
erate initial motivation is by making study materials closer to students’ needs and wants (Richards & 
Wilson, 2003). The third stage, protection and maintaining the learners’ motives regarding English. 
If the learners’ motivation is not supported extrinsic motivational approach by educators, their intrin-
sic motivation or self-motivation cannot be applied in the long term to reach an expected level in the 
language. So, making English lessons exciting and attractive is an important priority. For example, 
a task should be creative and challenging, learners should use find a solution to specific exercises, 
confront obstacles, and discover hidden answers, but language level of context should be suitable 
for them (Dornyei Zoltan, 2001). In the last stage, the learners should make a review of their whole 
learning process by analyzing what kind of things were helpful to meet the expectations from learning 
the English language or goals. This stage shows that motivation and framework of motivation were 
helpful or not (Riyanti, 2019). Moreover, giving motivational feedback to direct and correct the future 
learning process of learners.