ABSTRACT
ABSTRACT: The research seeks to investigate successful learners’ motivational changes and learning histories from the first time they studied English until the achievement of high proficiency in the foreign language. The central research questions are to reveal (1) what motivational changes and learning histories these learners display and (2) how they have sustained their learning motivation while studying in EFL environments. This is a case study involving both holistic and specifically focused analyses of six adult participant’s learning history is collected through individual interviews. The research reports each participant’s learning history resulting in the idea that sustained motivation is not always present in successful foreign language learning. What make these six successful EFL learners different from other learners are their perseverance and intensively-prioritized EFL learning or they develop a more intentional psychological force, known as commitment. The results provide new, engaging, and important information to what extent commitment to learn determines foreign language proficiency.
