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Research into learners' development of motivation has been a challenging endeavour. The present studyexplores EFL learners' course of motivation and motivational orientations as their age advances from primary to secondary education and seeks possible relations between those learners' motivation, gender, and their self-perceived language proficiency. The participants were 3,356 elementary (10-12 years of age) and lower secondary school (13-15 years of age) learners from all over Greece. Thedoi:10.26262/istal.v22i0.6007 fatcat:jseyh252inho3hprtesxr2honu