Motivation is a key factor in influencing the success of English language learners (ELLs). It is shaping how they engage, persist, and invest in their language and academic development. This literature review will explore motivation, particularly through the ideas of the self-determination theory (SDT), and how it will support ELL growth in an academic and language learning setting. SDT emphasizes the importance of autonomy, competence, and relatedness while fostering intrinsic motivation. When these psychological needs are met, ELLs are more likely to experience learning through meaningful opportunities, confidence, and academic success. The review discusses intrinsic and extrinsic forms of motivation, while examining how both are beneficial when used in a balanced way. Additionally, it discusses the effects of practicing scaffolding, promoting autonomy, and building positive teacher student rapport. All these motivate ELL students to be ready for the academic and language learning world. Implementing strategies grounded in motivational theory can create an inclusive classroom where all students feel valued, supported, and empowered.