The study explores the effects of goal setting on the motivation levels and writing skill development of adult second language learners. It investigates if there is a relationship between students’ ability to set goals and their overall proficiency in written expression while enrolled in an immersive language course or tutor experience period. It takes a comprehensive approach to investigate these effects, utilizing principles derived from previous academic literature concerning related topics while employing a mixed-methods methodology. The sample comprises adults attending immersion programs who agree to voluntarily share personal information about their motivations toward learning languages via interviews and surveys about preferred direction goals, both expected novice and intermediate-level writers, aged between 20 and 50 years. The data collected allows us to illustrate how goal-setting practices help develop intrinsic motivations that propel students toward mastery of complex written skills over time. The study’s results have practical implications for teachers teaching language learners outside the traditional classroom structure, particularly about encouraging personalized learning experiences that build on individual needs and goals-driven instruction that aligns closely with unique perspectives for learning. Ultimately, the research aims to establish a better understanding of the role of goal setting in adult second language learners’ motivation levels and writing proficiency development as crucial factors contributing to linguistic competence development over time.

1. December 2021
Page | 1
Goal Setting Strategies for Motivation and Writing Skills: A Study
among Adult Second Language Learners
Souvik Barua
Independent Researcher
Email: bsouvikr@gmail.com
ABSTRACT
The study explores the effects of goal setting on the motivation levels and writing skill development of adult
second language learners. It investigates if there is a relationship between students’ ability to set goals and
their overall proficiency in written expression while enrolled in an immersive language course or tutor
experience period. It takes a comprehensive approach to investigate these effects, utilizing principles derived
from previous academic literature concerning related topics while employing a mixed-methods methodology.
The sample comprises adults attending immersion programs who agree to voluntarily share personal
information about their motivations toward learning languages via interviews and surveys about preferred
direction goals, both expected novice and intermediate-level writers, aged between 20 and 50 years. The data
collected allows us to illustrate how goal-setting practices help develop intrinsic motivations that propel
students toward mastery of complex written skills over time. The study’s results have practical implications for
teachers teaching language learners outside the traditional classroom structure, particularly about encouraging
personalized learning experiences that build on individual needs and goals-driven instruction that aligns
closely with unique perspectives for learning. Ultimately, the research aims to establish a better understanding
of the role of goal setting in adult second language learners’ motivation levels and writing proficiency
development as crucial factors contributing to linguistic competence development over time.
Keywords: goal setting, motivation, writing skills, adult second language learners, second language acquisition
INTRODUCTION
Adult students pursuing learning a second language on top of their everyday responsibilities face multifaceted
barriers along their educational path. Writing holds adequate significance toward achieving proficiency and
expressing oneself concisely on paper; however, challenges arise from limited time or experience with writing
instruction resulting from a lack of practice opportunities or an absence of motivated engagement with
coursework, hindering progress toward successful literacy acquisition.
Goal-setting is an approach that is gaining attention in second language acquisition studies. By creating SMART
goals—specific, measurable, achievable, relevant, and time-bound—learners receive clear direction toward their
efforts in studying. This method tends to impact motivation and performance across domains such as
education (Locke & Latham, 2019). Notably, studies in second language learning indicate its potential power to
enhance motivation and proficiency (Dörnyei & Ushioda, 2013). Goal-setting provides direction toward
personalized agency, increasing learner engagement (Pintrich 2003).
The significance of motivation is critical when it comes to second language acquisition. According to Dörnyei
(2001), Dörnyei (2005), and Ushioda (2011), high levels of motivation have been linked with the degree to
which learners engage themselves persistently and achieve success within the learning experience. Learners
require engaging in goal setting to cultivate intrinsic motivation among them—one clear path among other

2. December 2021
Page | 2
approaches suggested—in terms of providing themselves structure while aiming towards attainment.
(Zimmerman, 2000). Moreover, this practice strengthens students’ motivation and enhances crucial
competencies such as planning, self-assessment, and self-monitoring, which are integral to effective writing
(Latham & Locke, 2007).
Research Question
1. To what extent does goal setting influence the motivation levels of adult second language learners?
2. How does goal-setting intervention affect the writing skills of adult second language learners?
Purpose of the Study
The research aims to investigate goal-setting interventions to increase our understanding of effective methods
for improving the writing skills and motivation of learners of a second language. Specifically, by examining
their impacts in targeted contexts, the study aims to further expand on past studies and contribute to
advancing knowledge in this field.
This research project revolves around evaluating changes in the quality of their post-work intervention to
analyze how goal setting can significantly improve students’ written communication skills. The process
involves collecting written pieces at different stages throughout the intervention process. The study monitors
progress towards enhanced proficiency levels and identifies what worked best with our test cohort. Ultimately,
our primary objective is to determine how beneficial it would be for learners who use this approach to convey
their thoughts through writing.
LITERATURE REVIEW
According to Locke and Latham's (1990) goal-setting theory, identifying precise and demanding goals increases
motivation and promotes overall performance outcomes. The model emphasizes how goal-setting offers focus
to second language learning activities by providing direction while increasing effort and persistence levels.
Well-defined goals support learner determination when they are clearly defined, realistically attainable yet
challenging, and relevant to their needs or interests.
Effective Goal-Setting Strategies for Adult Second Language Learners
Effective goal-setting techniques can significantly improve writing proficiency among adult second language
learners. Self-regulated goal setting enables students to play an active role in defining goals and monitoring
progress, leading to increased motivation and output levels (Graham & Hebert 2010). Particular strategies need
prioritization for optimal results when using these methods intended to improve writing competencies and
motivation levels among second language learners. An essential concept in this regard is Dörnyei’s (2009)
“goal orientation” model, whereby students’ goals are aligned with personal interests, values, and self-identity,
thus allowing greater ownership of the task. At the same time, SMART goals must be set: they are specific,
measurable, attainable, relevant, and time-bound (Locke & Latham 2006). These goals can provide learners
with clarity and focus while minimizing the risk of possible misjudgments or misunderstandings.
Types of Goals and Their Effects
As for the writing skills of second-language learners, their choice of goals is known to affect their level of
motivation. Similarly, Graham & Hebert (2010) postulate that these individuals will be more motivated and
perform better when they set short-term goals based on processes like dedicating daily time or setting specific

3. December 2021
Page | 3
word counts in written assignments. In other words, those who emphasized outcome-oriented results, such as
higher grades, may suffer from diminished motivation due to raised anxiety levels (Zimmerman 2008).
Motivation and Second Language Acquisition
A crucial factor in second language acquisition is learner motivation (Dörnyei, 2005). It poses a challenge for
adult learners who have limited time and competing responsibilities that may impede progress (MacIntyre,
2016). Therefore, finding ways to enhance motivation is critical to promoting writing development.
Motivation and Writing Skills
Second-language writing necessitates a considerable push from within in terms of motivation. According to
Gardner's socio-educational model (1985), the significance of integrative motivation, which implies the
learners’ yearning to assimilate with the target lingo community, cannot be understated. Numerous studies on
this subject have consistently proved that better writing skills are directly proportional to higher levels of
learner motivation (Dörnyei & Ushioda, 2011; Ushioda, 2009). Conclusively, with motivated efforts comes
increased stamina for confronting challenges specific to written expression while learning a new dialect.
Goal Setting and Motivation in Second Language Acquisition
Setting explicit goals that challenge us can change our behavior; this is the principle behind goal-setting theory.
According to Locke and Latham (2002), when we establish concrete targets that challenge our skills
marginally, we become more focused on them, apply ourselves more assiduously, and show greater resilience
in pursuing them, all resulting in improved performance overall. Consequently, for language learning
purposes, “goal-setting” presents numerous opportunities for increasing student involvement while improving
their proficiency, particularly with writing conventions (Graham & Hebert 2010). Several researchers have
conducted studies on second language acquisition learners using this approach. Dörnyei and Kubanyiova
(2014) noted how introducing clear goals led to significant improvements as students displayed robust
determination after being challenged. Similarly, when asking second-language learners to set demanding goals,
greater intrinsic motivation, and higher achievement standards were achieved (Dörnyei & Csizér, 2002). Other
researchers have connected goal-setting to improved language comprehension, increased motivation, and an
enhanced understanding of one's potential in adult language learners, such as those studied by Oxford and
Shearin (1994).
Individual Differences in Goal Setting and Motivation
In terms of fostering effective learning outcomes for adult second language learners, it is necessary to approach
the task of goal setting and motivation support with sensitivity and insight into individual differences (Dörnyei,
2005). Various cultural factors influence how learners determine what goals will be convenient for them. For
example, students from collectivist backgrounds might prefer goals that align more closely with group interests
or issues than those aimed solely at personal achievement (Ushioda & Dörnyei, 2017). Considering the cultural
context of each learner must inform our approach to supporting language learning success through
personalized interventions tailored to specific needs. Additionally, research has shown that self-efficacy-
mediated motivational effects on goal setting are significant for effectively achieving academic performance
outcomes among language learners (Bandura et al., 1999). Consequently, building one’s belief in their ability to
succeed can enhance motivation towards accomplishing challenges along their language learning pathway.

4. December 2021
Page | 4
Goal Setting and Writing Skills in Second Language Acquisition
It is no surprise that learning to write effectively in a second language is challenging work; nevertheless, there
are methods available to help improve this skill set, one of which is goal-setting strategies. According to Li's
(2009) work, when defined writing goals were identified and frequent feedback was provided, performance
outcomes improved significantly.
Likewise, Robinson’s (2001) study revealed impressive gains among English-language learners for factors such
as quality and composition fluidity when utilizing similar strategies. Concertedly, these findings strongly
support the effectiveness of implementing goal-setting tactics to improve second-language writing skills in
adults.
Numerous studies have examined the relationship between goal setting and effective writing skill development.
For instance, Ehrman and Oxford’s (1995) research indicated that adult language learners’ use of strategic
goal-setting positively influenced their L2 writing skills; as a result of this practice, their written work
demonstrated heightened precision, complexity, and fluidity. Furthermore, a study by Grabe and Kaplan (2014)
found that adults learning a second language experienced significant growth in the quality of their written
output when pursuing specific writing goals. The findings indicate that an objective setting can considerably
improve the skills of a second language learner.
The Role of Specific and Challenging Goals
A clear direction toward achieving personal milestones in goal-setting is essential for succeeding in any task. A
sense of accomplishment induced upon meeting specified, challenging goals serves as a marker to track
progress. Locke and Latham’s (1990) study revealed that participants who establish precise goals perform
better and that setting such concrete expectations enhances motivation. Similarly, Dai and Sternberg’s (2004)
research highlights how establishing explicit, definable goals leads to higher writing proficiency.
Feedback and Self-Efficacy
In regard to productive goal-setting, feedback, and self-efficacy should always be considered essential factors.
Feedback is an invaluable tool for learners because it provides critical information on progress monitoring that
facilitates intelligent adjustment or the writing of goals accordingly. Furthermore, studies have discovered
substantial correlations between individuals' beliefs in their self-efficacy and their motivation levels, based on
which they prefer to set demanding goals persistently and work toward achieving improvement over time, as
comprehensively detailed by Bandura (2013).
Theoretical Framework
According to Locke and Latham's (1990) goal-setting theory, setting challenging goals is consistent with
motivation and performance. Based on second language acquisition among adults, achieving personal goals
becomes fundamental, particularly concerning developing writing expertise (Locke & Latham, 1990).
The concept of self-determination theory established by Deci and Ryan (1985) regards intrinsic motivation as
pivotal to behavioral changes. This approach stresses the value of autonomy, competence, and relatedness
regarding personal choices. The recent study reveals an impressive level of commitment among participants
toward improving their writing skills. They highlighted several compelling reasons behind this drive, such as a

5. December 2021
Page | 5
personal passion for language acquisition, professional aspirations, and a need for smooth communication
(Deci & Ryan 1985).
Theories surrounding academic philosophy suggest that teachers require paying attention to the importance of
goal-setting when teaching languages. Curriculum developers and language learners should also take note
(Locke & Latham, 1990). Efficient strategies that facilitate growth in writing skills among second-language
learners can create an environment that encourages goal-oriented learning while also considering motivation
enhancement, including other factors (Deci & Ryan, 1985; Dornyei, 2009; Locke & Latham, 1990)
METHOD
Research Design
This research undertaking seeks to apprehend the impact that goal setting has on motivation and writing
proficiency in adult second language learners. To this end, it adopts a mixed-methods methodology combining
quantitative and qualitative techniques. Using cross-sectional surveys to gather data, the researcher effectively
captured valuable information from diverse perspectives on how participants’ motivational processes work
regarding their goals.
Sample Selection
Adult second language learners residing in Bangladesh are the target population for the study. The study
selected participants through convenience sampling by contacting language learning centers, educational
institutions, and online platforms. Our sample size consisted of 125 participants to ensure adequate
representation and statistical significance.
Data Collection
The researcher collected a structured questionnaire aligned with the study goals and information gathered
from the demographic data, objective establishment, inspiration, and writing aptitude segments to attain
accurate and meaningful results. The questionnaire consists of Likert-scale inquiries to evaluate respondents’
evaluations and ideas on goal setting, motivation, and writing skills. The survey was conducted via online, face-
to-face interviews, or both-mode options tailored to each participant’s convenience and preference.
Data Analysis
The study relies on descriptive statistics to analyze critical demographic information such as age distribution
and gender distribution, along with other parameters like nationality and current country of residence. Further
analysis covers the native language acquisition process for a given group and the subsequent learning duration
associated with second-language proficiency. Additionally, it is crucial to understand how often participants
engage in writing activities using their identified second language.
The study conducts a thorough review, including the use of mean ratings and percentages to summarize key
data obtained about participants' perceptions of areas, such as the importance attributed to effective goal-
setting strategies for increased participation in future activities motivating individuals toward an identified
continuing performance metric.

6. December 2021
Page | 6
Participants also spell out what works best for them concerning the types of specified goals assigned or agreed
upon during these tasks, playing significant roles in measurement metrics and enhancing participants’ overall
capability by increasing individual confidence levels when tackling challenging tasks with minimal difficulty.
Ethical Considerations
The ethical foundation of conducting studies requires obtaining informed consent from all participants. It
fosters transparency and assures their voluntary engagement without coercion or discomfort. The study also
takes necessary precautions about protecting personal information by implementing steps that reinforce
confidentiality measures at all times throughout the research activities. Furthermore, commitment to
respecting individual autonomy adheres to the study’s policy of providing an option for withdrawal anytime
during the study if one so desires.
Limitations of the Study
The researcher carefully delineated his focus on a specific demographic area and maintained caution while
generalizing findings outside this region. The researcher considered potential errors presented by social
desirability biases and response biases in self-reported data. It is also important to note that adopting a cross-
sectional approach in this study precluded causality between goal-setting motivation and the development of
writing skills.
RESULTS
Participants in the study range in age from 25 to 34 years old (40%), followed by 20–24 years old (30%), 35–
44 years old (20%), and 45-50 years old (10%). A considerable number of young and middle-aged individuals
participated in the mentioned study. The participant pool revealed unequal gender representation since female
participants accounted for roughly 60% of total enrollment, whereas men contributed about 40%. However, it
is essential to acknowledge that despite this difference between genders, females had a slightly stronger
presence within this research sample.
Table 1: Age Level of participants
Age Level of
Participants (years)
Number of Participants in Percentage (%)
25-34 40
18-24 30
35-44 20
45-50 10
The research concerns itself with Bangladeshi individuals to capture distinct features associated with a
particular nationality. All enlisted members of this study currently reside within Bangladesh’s borders, thereby
reflecting its geographically confined nature.
Being natives of the region themselves, all these individuals converse effortlessly in Bengali, their mother
tongue, among themselves regularly. However, they have also shown interest in developing proficiency in
English, a foreign language that has immense value overall.

7. December 2021
Page | 7
Participants have been learning their second language for varied durations. The majority of respondents (45%)
have been studying for 1-2 years, with 3-5 years (30%), 6-10 years (15%), and more than a decade (10%)
following. The survey examined respondents at various stages of grasping their second language. Out of these,
most participants had undergone learning activities for 1–2 years.
Table 2: Duration of L2 learning experience
Duration of L2 Learning
Experience (years)
Number of Participants (%)
1-2 45
3-5 30
6-10 15
10+ 10
30% of participants report daily engagement in writing activities, while 40% engage a few times a week, 15%
once a week, 10% rarely, and 5% never. A significant number of participants report actively engaging in
writing activities using their second language, indicating frequent engagement either on a daily or weekly
basis.
Table 3: Frequency of engagement in writing activities
Frequency of Engagement in
Writing Activities
Number of Participants (%)
Daily in a week 30
2-3 days a week 40
Once a week 15
Rarely 10
Never 05
Goal Setting
According to participants’ feedback, the average rating for the significance of goal setting in promoting
improvements to writing skills in a second language is 4.2 on a scale of 1 to 5. These findings suggest that
participants generally believe establishing goals is the key to fostering motivation and enhancing writing
proficiency.
Concerning goal-setting practices during second-language writing assignments, it is clear that participants
employ different strategies depending on personal preferences and priorities. According to research findings,
about one-third of the respondents (35%) consistently set specific targets whenever they tackle such tasks, and
five percent (5%) prefer to rely on intuition rather than develop explicit goals. There exists an intermediate
group that intermittently sets targets at different rates: often (25%), sometimes (20%), and rarely (15%). No
matter which category students belong to, the study shows that setting goals for writing assignments is
essential to help maintain focus and increase productivity.
Many people who wish to perform better at second language writing set different goals for them. Among the
most commonly mentioned targets are improving one’s grammar skills (50), broadening vocabulary knowledge
(30), refining sentence structure competence (20), crafting compelling arguments (15), and improving overall
fluency levels (10). Participants may also have other goals, such as working on a specific writing style or
enhancing their accuracy and clarity when putting pen to paper.

8. December 2021
Page | 8
Table 4: Types of goals set by participants in their regular L2 learning activities
Types of Goals Number of Participants (Total)
Improving Grammar 50
Expanding Vocabulary 30
Enhancing Sentence Structure 20
Developing Coherent Argument 15
Improving Overall Fluency 10
Motivation
Participants' overall motivation levels toward increasing their writing skills in the second language are
remarkable, as seen by an average rating of 4.3 on a scale of 1 to 5. Their positive approach toward language
learning goals is indicative of strong commitment and determination.
Setting specific goals for writing assignments in a second language leads to improved learner motivation. Most
notably, nearly two-thirds (60%) reported increased enthusiasm upon doing so, whereas only around one-fifth
(20%) experienced no change, and one-tenth (10%) each had lowered confidence or did not know the effects,
suggesting goal setting has potential benefits for enhancing foreign language writing skills among learners
willing to apply themselves accordingly.
Table 5: Goal setting effects on the motivation level of participants
Participants’ Perception of
Goal Setting Effects
Number of Respondents (%)
Increased motivation 60
Unchanged motivation 20
Decreased motivation 10
Uncertain 10
Writing in one’s second language is no easy feat, so it stands to reason that those undertaking this effort must
possess some robust drive. To better understand what factors are helping these determined writers reach their
goals, the researcher asked participants to weigh in on what keeps them motivated. As it turns out, there are
participants (40%) who most commonly feel engaged in the learning process of a language. Others found
motivation through career aspirations (25%) or academic success (15%), as well as seeking comprehensible
modes of communicating across different backgrounds (15%) or looking at written expression as an avenue for
personal growth (5%). The list of factors motivating these participants does not stop there either; many
brought up the joy they get from culturally appreciating different ways of life or their enthusiasm to form
social connections through sharing writing journeys.
Table 6: Factors contributing to the participants’ motivation
Motivational Factors Number of Respondents (%)
Personal interest 40
Career Aspirations 25
Academic Success 15
Effective Communication 15
Personal Growth 05

9. December 2021
Page | 9
Writing Skills
Upon gauging their skills, participants have revealed that they presently possess a writing skill set of
approximately 3.8 out of a possible score of 5 when using a second language. Overall, most rate their expertise
within this area as being concretely intermediate-level.
Based on the available data, it appears that when participating in writing activities in their second language,
most participants had a moderate level of confidence, as evidenced by an average rating of 3.5 on a scale of 1 to
5.
Writing can be challenging even if done in one’s first language; therefore, it may come as no surprise that
individuals face additional obstacles when attempting to write coherently and effectively using a non-native
language. Upon investigating the participants’ reports on their experiences while doing this task, the study
finds that they range from never having any issues (10%) to more frequent disruptors, such as frequent
unexpected roadblocks encountered by only approximately one-fifth (20%). Somewhere between these two
extremes lie those who reported rarely dealing with issues (25%), whereas others have periodic struggles,
representing around two-fifths (40%) of the participants. Participants writing in their non-native language
pose a constant challenge and represent a group of 5%. Overall, it is evident that most participants experience
difficulties or challenges to some degree during the process.
According to the participants, there is a perception that setting goals has a beneficial effect on writing skills.
Specifically, 65% of those who participated in the study believe that goal-setting impacts their writing skills.
However, 20% are undecided about the impact, and 15% consider that goal-setting has no positive effect on
writing skills.
Influence of Goal Setting on Writing Skill Aspects: a) Clarity and organization: Average rating of 4.2; b)
Grammar and sentence structure: average rating of 4.0; c) Vocabulary usage: average rating of 3.7; d)
Creativity and originality: average rating of 3.5; e) Confidence: average rating of 3.9.
Table 7: Influence of goal setting on writing skill aspect
Writing Skills Rating Scale Average
Rating
Clarity and Organization 1-5 4.2
Grammar and Sentence Structure 1-5 4.0
Vocabulary Usage 1-5 3.7
Creativity and Originality 1-5 3.5
Confidence 1-5 3.9
DISCUSSION
It is essential to highlight that all participants in this research are Bangladeshis. This focus allows us to
understand language learning within this unique cultural context. Also worth noting is that all participants
currently reside in Bangladesh, adding a localized perspective to the findings of the study. Bengali is the native
language of all participants.
English is a crucial subject matter within this research as it is the prevalent second language among
participants. Considering that proficiency in English leads to effective communication and better education
opportunities globally, this subject is commonly taught all over Bangladesh. Amongst those participating in this

10. December 2021
Page | 10
study, who extended their knowledge on the subject through academic studies or exposure, variations also
occur regarding the period, with most studying between 1-2 years or more or less.
It is stirring to see that many respondents are actively participating in writing tasks using their second
language with either weekly or daily frequency. Such keenness exemplifies a strong inclination and motivation
towards ameliorating their writing skills.
According to the research findings, one of the aspects under discussion is the concept of goal setting and its
impact on participants’ motivation toward enhancing their writing skills. The study, like previous studies,
shows the significant impact of skilled goal-setting techniques on increasing motivation for skill development
goals. The study found participants actively adopted several distinct goals for each unique task, which proves
their dedication to achieving milestones on merit. Mentionably, they covered diverse areas like grammatical
precision, vocabulary expansion, sentence structuring, strategy formulation, and overall fluency. Overall, in
augmenting writing skills, the study maintained a holistic approach.
In the study, participants showed robust motivation toward polishing their writing skills. Their strong belief in
the value of goal-setting confirmed its usefulness as an effective motivational tool for language learners. This
finding further highlights how setting achievable goals can drive progress in learning a second language among
adults.
The observations of the study suggest that various motivating factors immerse participants, like pure interest
in the language, creating professional prospects, obtaining academic success, clear communication, and
personal development. These motivating factors correspond with those discussed in earlier research on
intrinsic and extrinsic motivations. This study confirms once again how multilayered adult second-language
progression can be.
As regards their writing skills development, participants acknowledged their skills to be at an intermediate
level. Although some challenges arose when attempting to write in a second language, most individuals felt
moderately confident about their skills overall. Despite this conception, many recognized the positive impact of
establishing goals for themselves concerning enhancing such skills. Goal-setting efforts were cited as having a
greater influence on the development of well-organized thoughts and ideas for writing, while improvements in
grammar and sentence construction were also noted, with creativity and vocabulary usage lagging slightly
behind. Ultimately, building this skill set leads to the growth of overall confidence.
Adult second language learners in Bangladesh face unique challenges while increasing their writing skills.
Besides, this study suggests that an effective strategy for improvement via goal-setting techniques promotes
increased motivation during the learning process. The writers of a second language can ensure their optimum
success in L2 writing by recognizing the significance of these findings and incorporating tailored teaching, such
as specific goals within coursework or feedback on larger goals.
Conclusion
The study has provided significantly novel insight into how goal-setting strategies may motivate adult second
language learners to enhance their overall proficiency in written communication. Results unequivocally show
that interventions focused on clear target identification offer positive support to those individuals striving

11. December 2021
Page | 11
towards improving linguistic competencies in this area. It was observed specifically that integrated efforts
aimed at enabling individuals to develop relevant goals exceed expectations when it comes to motivating
students to improve both written and output quality standards. Equally important regarding this study’s
respondents were the positive impacts of defined writing goals on increased self-assurance, improved
grammar proficiency, and a more lucid and cogent organizational structure within written expressions. As
such, it is reasonable to assume that goal-setting possesses the potential to function as a powerful tool in
promoting successful communication across language boundaries.
The research reveals diverse and fascinating reasons why grown-up scholars opt to learn a second language,
which includes their inclination towards studying it, future occupational goals relating to it, accomplishments
derived from acquiring it, and competent communication skills to be gained from intensified use of
multilingualism while considering their individual development. Therefore, teachers or syllabus developers
must recognize each student’s unique ambitions while creating course outlines specifically designed around
their needs. Incorporating strategies centered on achieving set goals for each student is essential, as it leads to
heightened proficiency.
Language education is most effective when teachers guide learners in setting goals that align with the specific
needs they have when completing written tasks. Through carefully crafted interventions that support the
creation of SMART goals (specific, measurable, achievable, relevant, and time-bound), teachers encourage adult
second language learners to take ownership of their academic pursuits. Putting these tools in place early on
promotes autonomous behavior and instills a strong sense of motivation, which stimulates the independent
study habits required for enduring success in language courses.
References:
Bandura, A. (2013). The role of self-efficacy in goal-based motivation.
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control.
Dai, D. Y., & Sternberg, R. J. (Eds.). (2004). Motivation, emotion, and cognition: Integrative perspectives on
intellectual functioning and development. Routledge.
Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual review of
applied linguistics, 21, 43-59.
Dörnyei, Z. (2009). The L2 motivational self system. Motivation, language identity and the L2 self, 36(3), 9-11.
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language
acquisition. New Jersey: Mahwah.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal
nationwide survey. Applied linguistics, 23(4), 421-462.
Dornyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language
classroom. Cambridge University Press (CUP).

12. December 2021
Page | 12
Dörnyei, Z., & Ushioda, E. (2021). Teaching and Researching Motivation (2nd ed.). New York: Routledge.
Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning success. The modern
language journal, 79(1), 67-89.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation.
Grabe, W., & Kaplan, R. B. (2014). Theory and practice of writing: An applied linguistic perspective. Routledge.
Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing can improve reading: A report
from Carnegie Corporation of New York.
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta‐analysis. Language learning, 60(2), 309-
365.
Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal-setting research. European
Psychologist, 12(4), 290-300.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Prentice Hall.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A
35-year odyssey. American Psychologist, 57(9), 705–717.
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current directions in psychological
science, 15(5), 265-268.
Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: a half century
retrospective. Motivation Science, 5(2), 93.
MacIntyre, P. D. (2016). So far so good: An overview of positive psychology and its contributions to SLA (pp. 3-
20). Springer International Publishing.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The
modern language journal, 78(1), 12-28.
Pintrich, P. R. (2003). Motivation and classroom learning. Handbook of psychology, 103-122.
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a
componential framework. Applied linguistics, 22(1), 27-57.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. Motivation,
language identity and the L2 self, 36, 215-228.
Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer
Assisted Language Learning, 24(3), 199-210.

13. December 2021
Page | 13
Ushioda, E., & Dörnyei, Z. (2017). Beyond global English: Motivation to learn languages in a multicultural
world: Introduction to the special issue. The Modern Language Journal, 101(3), 451-454.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-
regulation (pp. 13-39). Academic press.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological
developments, and future prospects. American educational research journal, 45(1), 166-183.