THE EFFECTIVENESS OF REWARD-BASED LEARNING ON YOUNG LEARNERS’ MOTIVATION IN ENGLISH LANGUAGE CLASSROOMS

Abstract

This article explores how reward based learning has been used to support motivation among young learners in EFL classrooms and examines what previous studies have reported about its effectiveness. Drawing on scholarly literature from educational psychology, motivation research, and language teaching, the review examines how different forms of rewards influence classroom participation, engagement, speaking confidence, and learning behavior. Sources were identified through major academic databases and analyzed thematically. Most of the reviewed studies reported that learners responded more positively to reward systems when classroom activities were meaningful and teachers provided consistent support. The literature also suggests that social rewards, including praise and recognition, are often more effective than material rewards in sustaining motivation over time. However, researchers caution against excessive reliance on external rewards because such practices may reduce learners’ intrinsic interest in learning. The evidence suggests that rewords work best when they are integrated into everyday teaching practices rather than used as isolated motivational tools .