Taiwanese College Students’ Perceptions of L2 Motivation and Identity in a Globalized Context

Abstract

Recent motivation studies in the field of English education have explored how globalization has impacted on the motivation for learning and teaching of English and how learners connect the learning of English with their emerging sense of a global identity. However, there has been limited research on these issues involving college level English language learners in Taiwan. This study seeks to fill that gap. Employing a combination of quantitative and qualitative approaches, and using a questionnaire, students’ journals, and interviews, this study aims to explore Taiwanese college students’ perceptions about the impact of globalization on their motivation and their global/local identity shaped by their desire to be part of the global society. The findings show that Taiwanese students are learning English primarily to become global citizens with the view to enhancing their career opportunities, and not for cultural integration/adjustment with target language communities. The study also shows that the learners strive to maintain their cultural identity that is embedded in their own cultural heritage while at the same time expanding their cultural horizon in order to become successful global citizens. Pedagogical implications are also provided to motivate learners to use English for global communication and for mutual understanding and respect.