MOTIVATIONAL DESIGN FOR SYNTAX ACQUISITION: EXPLORING ARCS-BASED INSTRUCTIONAL STRATEGIES IN ESL CONTEXTS

This study explores instructional strategies and interventions guided by the ARCS Motivation Model that may enhance students’ motivation towards syntax acquisition. Syntax learning is often perceived as challenging among second language learners due to its abstract and complex nature, which can reduce engagement and hinder meaningful learning. To address this issue, this study employs a document analysis method, drawing on secondary sources from recent literature in second language acquisition, motivational theory, and ARCS- based instructional design, Through content analysis, the study synthesises existing scholarly perspectives to identify hor ARCS strategies: Attention, Relevance, Confidence, and Satisfaction, could be operationalised in syntax instructions. The findings conceptually suggest that attention-enhancing strategies such as visualisation and interactive tasks, relevance-building through contextualised learning, confidence-supporting scaffolded instruction, and satisfaction-oriented mastery activities may collectively contribute to improved learner motivation. When integrated with established linguistic theories such as Universal Grammar and Cognitive Linguistics perspectives, these strategies highlight the interconnected role of cognitive capacity and motivational design in syntax learning. Overall, the study proposes that ARCS Motivational Model interventions offer a meaningful framework for enhancing learner motivation and supporting more effective syntax acquisition in ESL contexts.