Abstract
Motivation plays a significant role in foreign language acquisition, with two primary types: integrative and instrumental. While earlier research focused on the importance of integrative motivation in formal learning environments, more recent studies have highlighted the significance of instrumental motivation for those studying specific languages. This study proposes a conceptual framework based on a review of literature published in the past two decades, examining the multidimensionality of motivation in language learning. The authors found that motivation, particularly integrative motivation, is a key factor in foreign language acquisition and that students who favor an integrative approach tend to have better results. However, further research, including the use of actual samples and the expansion of the field, is necessary to fully understand the complexity of motivation in language learning.