Learning a second or foreign language (L2) may be affected by various factors, including individual differences (IDs) such as motivation, which is regarded as a key factor contributing to a successful L2 learning experience. In light of this, considering the importance of motivation to L2 learners, it would be necessary to identify the various factors and strategies that could potentially influence L2 learners’ motivation. To this end, the present study followed a meta-synthesis approach to identify the factors that influence Iranian EFL learners’ motivation and to explore the motivational strategies employed by them. Thus, to address the research questions, a sample of 30 published articles that met the exclusion and inclusion criteria set by the researchers were systematically reviewed and analyzed through reflexive thematic analysis with the MAXQDA software. Accordingly, the findings indicated that the factors affecting Iranian EFL learners’ L2 motivation could be classified either as internal or external factors. In addition, the study provided insights into the motivational strategies employed by Iranian EFL learners to remain motivated throughout their L2 learning process. The results of this study are also likely to be beneficial to EFL teachers in developing materials, courses, and teaching methods with a particular focus on EFL learners’ motivation.
