Factores Motivacionales para el Aprendizaje del Inglés en Estudiantes Universitarios: Revisión de la Literatura

Justification: Although considerable attention has been devoted to identifying what motivates students to learn English, reviews synthesizing these findings remain scarce, particularly in the Latin American university context. Objective: To analyze and synthesize the scientific evidence on motivational factors for English language learning among university students in Latin America. Methodology: A systematic review was conducted in accordance with PRISMA guidelines. The search included empirical studies published between 2016 and 2026 in DOAJ, Redalyc, SciELO, and ScienceDirect. Of the 645 records identified, 17 met the inclusion criteria. Results: Gardner’s socioeducational model was the most frequently used theoretical framework. Professional and employment-related factors predominated, particularly expectations of accessing better job opportunities, increasing income, and advancing professional development. Motives related to interest in learning English, academic development, intercultural communication, and experiences within the learning environment were also identified. In 76.5% of the studies, the relationship between motivation and learning outcomes was not empirically assessed. Conclusion: Motivation to learn English among Latin American university students is primarily oriented toward instrumental goals and, to a lesser extent, toward personal, academic, and sociocultural interests. However, the evidence is insufficient to determine how these factors are related to English language learning.