A Systematic Review of Empirical Studies on Young EFL Learners’ Motivation and Task Engagement

This article overviews empirical studies on young English as a Foreign Language (EFL) learners’ motivation and task engagement published between 2004 and 2024 to identify trends and gaps in these areas. We analyzed 28 studies conducted in public and private elementary schools in twelve countries, focusing on (1) the theories and frameworks the studies relied on, (2) the research designs used and their focuses, (3) the tasks children engaged with, and (4) the main findings. We followed the seven-stage approach recommended by Chong and Plonsky (2024): (1) defining focus and aim; (2) formulating search strategy; (3) selecting relevant studies; (4) coding studies; (5) checking coding reliability; (6) analyzing data; and (7) reporting and visualizing findings. Searches were conducted in ScienceDirect and Web of Science databases. Articles were screened based on titles, abstracts, and full texts according to the inclusion criteria. Our analysis revealed that not all studies used theoretical frameworks appropriate for young learners. Quantitative research design was used in 13 studies, ten used mixed methods and five qualitative designs. Eighteen studies focused on motivation, four on engagement, and another four on both. In five studies, children worked on technology-enhanced tasks, while in another four, they participated in collaborative writing tasks, and in others, they worked on tasks aimed at skill development. Technology-based, playful, interactive, and collaborative tasks were found to enhance young learners’ motivation and engagement. In the last section, limitations are pinpointed, and the way forward is outlined.