teachers that were autonomy supportive and non-controlling promoted intrinsic and self-determined orientations of motivation in students. Attribution theory Attribution theory contends that the causal reasons we attribute to our past successes or failures plays a critical role in our motivation in future endeavors in that area. Consistent with this theory, Ushioda identified two attributional patterns associated with positive motivational outcomes in language learning. Social constructivist model This cognitive perspective arose from a supposed “constructivist movement” that stemmed mostly from the work of Jean Piaget and that also encompassed personal construct psychology (developed by George Kelly (psychologist)). This model suggests a constructive nature of the learning process as emphasized by Piaget, this assumes that people are actively involved in constructing personal meaning right from birth. This brings the learner into central focus in learning theory as everyone is constructing their own sense of the world, which is key to the constructivist perspective. The learner is in control of his/her learning as a result of his/her cognitive processing and organizing, and the context in which he/she is learning. This means that the individual who is learning is in control of what he/she learns based on the way he/she think, and the immediate environment he/she is in as well as any internal factors (mood, preoccupation, motivation, etc.). Four key elements (the learner(s), the teacher, the task, and the context) are outlined by this model as affecting the teaching-learning process as they interact with and act on each other. Framework of motivation in L2 learning Using the social constructivist model, Marion Williams and Robert L. Burden developed a framework of motivation in language learning as an attempt to summarize motivational factors relevant to L2 learning in the classroom setting. This framework placed an emphasis on contextual influences, and it categorized motivational factors in terms of learner-internal and external factors. The framework is shown below: The process-oriented period With the rise of cognitive approaches to L2 learning motivation, researchers began to focus on the dynamic character of motivation. The models of the process-oriented period explore the short-term and long-term changes in the individuals’ motivation as they learn L2. This approach views motivation as a dynamic factor which fluctuates within a class period, a year, and a lifetime. Models from this period include the process model and the motivational self-system. Process model Dörnyei and Ottό developed a process model of L2 learning marked by three distinct,