Abstract
This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.
Highlights
Teachers see students regularly in their classrooms, it may not be easy to understand each learner’s motivation to study the target language of the class
If we study motivation from the L2 motivational self system (L2MSS) perspective, for instance, we should study participants’ ideal L2 selves or ought-to L2 selves as well as their L2 experience, and comprehend the dynamic interaction of learners’ selves and their experiences
In tracking the development of student motivation as well as the influence of the L2 experience, this study focuses on the following research questions: 1. How do learners’ motivational states change over two semesters in light of their L2 self systems?
Summary
Teachers see students regularly in their classrooms, it may not be easy to understand each learner’s motivation to study the target language of the class. Teachers may want to know what their students’ motivation is or how they can grasp it while many researchers argue that studying the motivation of language learners is not a simple task. In the view of Dörnyei and Ushioda (2011), language learners’ reasons for studying, their lengths of sustained study, and their intensity of study should be researched. This study serves to fill this research niche, following the experiences of four Japanese college students studying English in a Japanese college over two years
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
