Motivation undoubtedly has a profound impact on second language learning as well. There are two kinds of motivation, namely Integrative (intrinsic) and (instrumental) extrinsic motivation, as have been mentioned above. Intrinsically motivated students engage in the learning process because they are truly interested and enjoy the learning process; whereas extrinsically motivated learners learn in order to gain a reward or to avoid punishment. It has been shown that intrinsically motivated goals are more likely to achieve long-term success. Furthermore, self-belief has been acknowledged as able to potentially influence effort and persistence invested in acquiring a desired level of second-language competence. Self-belief comprises two components: Self-efficacy beliefs and self-concept beliefs. The former refers to one's own belief as to whether he or she is capable of performing a given learning task and are consequently future-oriented; whereas the latter involves evaluations of one's general self-worth based on past experiences. It is said that low self-efficacy beliefs would pose as an obstacle in language learning because it indicates a lack of self-confidence and thus reduces the motivation to learn.