A Scoping Review of L2 Demotivation Research in Pakistan: Trends, Factors, and Gaps (1995–2025)

Abstract

The current review examines the temporal, methodological, contextual and thematic trends in research on demotivation in second language acquisition (SLA) in Pakistan over the past three decades. In Pakistan, English is the predominant language of instruction, official correspondence and social mobility. It is imperative to understand the causes and effects of learner demotivation in this domain. After a thorough search of major academic databases, the studies on L2 demotivation in Pakistani context were reviewed and data charted. The analysis reveals a gradual increase in interest in the subject after 2010, with a dominant focus on higher education contexts and frequent use of qualitative methods, largely overlooking younger learners, longitudinal methodologies and intervention-based investigations. Teacher-related factors, examination pressure, learning environment, and socio-cultural constraints were identified as significant demotivators. This review underscores the necessity for research on L2 demotivation in Pakistan that is more context-sensitive, theoretically informed, and methodologically diverse.