Abstract
Research findings highlight the role of motivation in the long-term process of learning a second/foreign language. One’s motivation can change even in a short period of time under the influence of multifarious factors. To enrich our understanding of the attitudinal/motivational basis of foreign language learning this study attempts to investigate L2 motivational fluctuation, and the possibility of predicting EFL learners’ motivated learning behavior in light of Dörnyei’s (2005, 2009) theory of L2 motivational self system. To this end, 1670 junior high and high school students studying English as a compulsory subject in Iran filled out L2 motivational self system questionnaire. Independent samples t-test and regression analyses were applied; and the findings indicated a higher motivational disposition for junior high school students in comparison to high school students, except for their attitudes towards L2 community. For both groups, attitudes towards L2 learning was the best predictor of students motivated learning behavior.
Highlights
Motivation, a multifaceted construct and one of the most important considerations in language learning, has received special attention incomparable to any other individual difference factor in the field of second language learning (Ellis, 2008)
In a foreign language context like Iran where learning English is compulsory at school and students experience little contact with native speakers and their culture, exploring language learning motivation of school students may shed light on the aforementioned issue and add to the body of motivational research in Iran
Motivational dispositions of junior high school students compared to high school students stand at a higher level
Summary
Motivation, a multifaceted construct and one of the most important considerations in language learning, has received special attention incomparable to any other individual difference factor in the field of second language learning (Ellis, 2008). Many topics such as the role of integrativeness (Gardner, 1985, 2001), self-determination theory (Noels, 2001), or attribution theory (Ushioda, 2001), the process model of motivation (Dörnyei & Ottó, 1998) and the second language motivation of a given group of learners such as Hungarians (e.g., Dörnyei et al, 2006) are some of the motivational research spotlights. It investigates the possibility of predicting EFL learners’ motivated learning behavior from the motivational factors
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