Contrary to integrativeness, the attitude towards learning situation accounts for the education context of L2 acquisition and the affective facts that correspond with it.

Integrativeness, attitudes toward language learning situation, self-efficacy and goal setting were found positively related to Motivation, while language anxiety negatively related to motivation.

There are wide differences in co-authorship practices in the MCRIs studied, raising questions about the integrativeness of the research outcomes.

Motivation was found to be positively related to language achievement, integrativeness and ethnolinguistic vitality were found indirectly positively related to language achievement.

While integrativeness and attitude toward the learning situation target each site of learning, motivation accounts for both contexts as well as the affective variables (i.e. individual differences) that influence the two contexts.

The integrativeness variable (also known as the integrative motive) reflect the cultural context of L2 learning as it attempts to measure how open a learner is to the other culture that primarily uses L2.