L2 Learning Motivation Research Articles

On the Relationship Between Iranian EFL Teachers Interaction Style and L2 Learning Motivation

Having enough motivation to learn a foreign language is one of the main variables that affects the achievement of language learners. The present study attempted to investigate the correlation between L2 learning, motivation and teacher interactional styles as perceived by teachers themselves and their students. The participants were 97 adult EFL learners who were studying English in a private language teaching institute in Iran. The participants` L2 learning, motivation was measured using the Motivational State Questionnaire and their perception of their teacher interactional style was measured using Questionnaire for Teacher Interaction (student version) and teachers` perception of theory own communication style was evaluated using Questionnaire for Teacher Interaction (teacher version). Descriptive statistics and Pearson product moment correlation were used to analyze the data. The results of the study reveal that learners` perception of their teachers` interpersonal style was significantly related to their L2 learning motivation. Also, it was found that students` L2 motivation was related to the teachers` perceived communication style, too. Based on the findings, it might be concluded that EFL teachers` communication strategies can be used as a way to motivate learners in EFL classes. Implications of the findings for teacher educators and teachers are discussed.

Motivation for participation or non-participation in group tasks: A dynamic systems model of task-situated willingness to communicate

Abstract The effectiveness of group tasks in L2 classes relies in large part on individual students' Willingness to Communicate (WTC) during the duration of the task. Dornyei (2009) suggested four conglomerates of task motivation from a dynamic systems perspective, but these conglomerates may not include all possible factors affecting task-situated WTC. Focus group based research was used to explore what English language learners at two universities in Macau, a Special Administrative Region of China, say motivates them to participate or not participate in group tasks. Interest, perceived effectiveness, good groupmates, good classroom social situation, personal vision and self-confidence were themes identified as both motivating and also, when in inverse form or absent in student experience, demotivating. Marks were also identified as a motivating influence. Overall, Macau students mentioned that social factors and task-related factors significantly influenced task-situated WTC in addition to self-confidence and L2 learning motivation, which are part of general L2 WTC models. In light of these findings, recommendations are made to adjust and add to Dornyei's (2009) conglomerates to create a model of task-situated WTC. Some suggestions for further research and implications for L2 teachers in arranging group tasks are given.

The Role of Societal and Contextual Factors in Second Language Learning Motivation: A Perspective from Tertiary Students in Pakistan

AbstractIn recent years, SLA and L2 learning motivation have received extensive attention of researchers and teachers across the globe but the issue remains underdeveloped and there are only some small-scale studies on this subject in Pakistan. Among different factors that affect L2 learning motivation, the current study focuses on exploring differences in L2 learning motivation by college type (private vs. public) and major subject of study (Arts vs. Sciences). Analyzing the questionnaire data from 547 first year college students, the study singles out different situation-specific factors that account for variation in ESL learning motivation. Results indicate that private college students have a higher motivation level and better achievements in ESL learning as compared to public college students. Public college students have strong instrumental motivation while private college students show preferences for an ideal L2 self. L2 motivation does not differ a great deal between students with different subjects of study but there is a big gap in the achievement of both groups. Arts majors’ motivation depends heavily on their attitude towards English while science majors are instrumentally motivated to learn English. We also discuss some possible reasons for the differences in motivation and implications of the study for ESL teachers and learners.

A Study on Chinese Students’ Perceptual Learning Styles, Ideal L2 Self, and L2 Motivated L2 Behavior

AbstractThis study investigates Chinese elementary, middle, and high school students’ L2 perceptual learning styles, imagination, ideal L2 self, and motivated L2 behavior. A perceptual learning style and L2 learning motivation questionnaire was administered to 1,667 students from elementary to high school. Statistical results revealed that Chinese elementary, middle, and high school students were more in favor of a visual learning style in comparison to their auditory and kinesthetic learning styles. This visually oriented style was significantly correlated with their ideal L2 self and motivated L2 behavior. The sequential regression analysis results indicated that the ideal L2 self and visual learning style were the most meaningful predictors for Chinese students’ motivated L2 behavior. This study suggests that teachers need to help students create and maintain their ideal L2 self and facilitate their L2 learning motivation by providing more adequate visual teaching materials.

Establishing Group Autonomy through Self-Access Center Learning Experiences

In this article, I argue that a self-access center (SAC) should be able to foster group autonomy, although SACs were originally developed for individually autonomous L2 learning experiences—i.e., each student studying L2 on his or her own. Along with offering learning materials and chances for individual self-study, a SAC should provide opportunities for building and maintaining a learner community. The data obtained by a narrative frame and subsequent e-mail correspondence demonstrated that active users often come to SACs to do homework and prepare for classes. They are happy to work together and have opportunities to make friends with students in different classes and in different year groups—i.e., mutual peer support is vital. Fun activities for establishing rapport and boosting L2 learning motivation are worth implementing. Learner autonomy ultimately involves interdependence between learners in a well-functioning learner community, and for this purpose a SAC can and should be a physical space where students can comfortably spend time and interact with other students, as well as with counselors and teachers.

Learning English as an L2 in the Global Context: Changing English, Changing Motivation

As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of ‘integrative motivation’ in the literature of second language (L2) learning with respect to the changing role of the English language in the global context. In particular, this paper attempts to re-conceptualise the notion of integrative motivation by considering the results of recent empirical research on L2 motivation. It is argued that the predominant motivation of learning English among most L2 learners is no longer concerned with ‘integration’ in the target native English-speaking culture, but with the construction of a ‘bi-cultural’ or ‘world citizen’ identity, as well as identification with the international community. The paper ends by suggesting new ways of understanding the concept of motivation in L2 learning in today’s global context.

The Effect of Shyness on Iranian EFL Learners’ Language Learning Motivation and Willingness to Communicate

The present study intends to investigate the effect of shyness on Iranian EFL learners’ language learning motivation and willingness to communicate. In western countries shyness has been considered as an undesirable personality trait that may interfere with one’s interpersonal interactions and affect life satisfaction. However, shyness is viewed differently in Iranian cultures. In Iranian society, people are encouraged to control their personal desires. Among the variables that influence L2 learning, shyness and language learning motivation are two critical predictors, whereas willingness to communicate also often influences learners’ performance in L2 communication. This study was conducted with 60 EFL learners who were taking English courses at a private English institute in Shiraz. They were asked to fill out self-report questionnaires about their shyness, motivations in their English studies, and their willingness to communicate. Results indicated that intrinsic motivation to accomplish appears to be the most important predictor among all motivation regulations for all students. Results also indicated that shyness and language learning motivations were positively correlated.

Relationship Between Intercultural Communicative Competence and L2-Learning Motivation of Iranian EFL Learners

In today's interconnected multicultural world, citizens' differential levels of intercultural communicative competence (ICC) can play an important role in the amount of enthusiasm, time, and efforts they invest in second or foreign language (L2) communication and learning. ICC has recently found its way into L2 theory and research. This study attempted to first develop a measure of ICC and then explore the relationship between Iranian L2 learners' ICC and their L2 learning motivation, on the one hand, and between gender and the development of ICC, on the other. The participants were 180 B.A. English Literature/Translation and M.A. TEFL (Teaching English as a Foreign Language) students at several Iranian universities. A test battery including the final version of the ICC questionnaire and an L2-learning motivation questionnaire adapted from Gardner's attitude/motivation test battery was then administered to a random selection of 70 students (M = 30 and F = 40). The correlation results indicated that there was a strong, positive relationship between L2 learners' ICC and L2-learning motivation. Meanwhile, t-test results demonstrated that Iranian female and male L2 learners did not possess different levels of ICC. The finding related to the ICC and motivation association suggests that an account of ICC development be incorporated into L2 teachers' classroom agendas at different educational levels.

Global Educational Experience and L2 Learning Motivation of Korean College Students

The aim of this study is twofold: first, to investigate the effects of global educational activities on college students’ L2 learning motivation in a...

L2 Learning Motivation and Its Relationship to Proficiency: A Causal Analysis of University Students’ EIL Discourses

This study examines the relationship of L2 learners' motivational and attitudinal factors with the two versions (self-rated and tested) of...

Study of L2 Learning Motivation Based on L2 Motivational Self System

Study of L2 Learning Motivation Based on L2 Motivational Self System

Complexity of L2 motivation in an asian ESL setting.

Drawing upon the data from 547 ESL learners in Pakistan, this study presents a complex picture of L2 learning motivation by means of descriptive as well as inferential analyses. The results show that no single factor predicts L2 learning motivation for the target population. Language learning experience, international orientation, ideal L2 self and instrumentality all work interconnected to motivate ESL learners. English as an international language has a strong influence on ESL learning for Pakistani learners with their colonial past. This study suggests that teachers have to focus on attitudinal, situational and self-related factors to keep their students motivated for a long time process of L2 learning. Keyword: L2 learning motivation, Dynamic process, Pakistan, EIL

The Relationship between L2 Learning Motivation and Context among Korean EFL Students

This study examines the relationship between students’ perceptions of learning contexts and motivation to learn English in Korea. Three categories of...

Contextual Dynamics in Foreign Language Learning Motivation

Learning context has increasingly been postulated to exert an influence on the dynamics of individual differences in language learning. In a longitudinal design that tested the proficiency gains of 1,682 learners over a 2‐year foreign language program, a multilevel modeling approach was deployed in this study to account for variation in second language (L2) growth over time. Different aspects of learner career and social aspiration were postulated as individual difference factors in addition to the more conventional constructs of extrinsic and intrinsic L2 learning motivation. Perceived attitudinal norms operating within 72 streamed classes were posited as contextual factors. Results of multilevel analyses indicate that the mediating effects of class context on the relation between the L2 proficiency growth and individual difference factors exert both positive and negative influences, suggesting malleability of individual differences factors.

A small scale investigation into mexican university students’ language learning motivation

El proposito de este trabajo de investigacion de pequena escala es ampliar el debate actual en el tema de la motivacion para aprender una segunda lengua. En particular analiza las conexiones existentes entre el contexto de aprendizaje en el que estan inmersos los estudiantes de ingles como segunda lengua y las influencias socio-culturales en que este opera. El estudio se llevo a cabo en un centro de lenguas que forma parte de una universidad estatal localizada en el Noreste de Mexico. Los participantes son seis estudiantes de un curso de ingles como lengua extranjera de nivel intermedio. Tambien se encuentran realizando estudios de licenciatura en areas tales como psicologia, ingenieria, sistemas computacionales, negocios y educacion con especializacion en ensenanza de ingles. Con base en el analisis de los datos recopilados mediante un grupo focal de discusion, se sostiene que la motivacion para aprender una segunda lengua no emerge unicamente del contexto de aprendizaje o del contexto sociocultural, si no mas bien de una combinacion de ambos factores. Se encontro tambien que las concepciones dominantes respecto al exito profesional y academico en Mexico confluyen con el contexto de aprendizaje para determinar el nivel de motivacion para aprender una segunda lengua. This small-scale research paper aims to shed additional light on L2 learning motivation. In particular, it looks into the connections between the EFL students’ learning context and the socio-cultural influences within which it operates. The study was conducted in a language center which is part of a state university located in the Northeast part of Mexico. The participants are six students of an intermediate level EFL course. They are also engaged in undergraduate programs majoring in areas such as psychology, engineering, computer science, business, and education with specialty in ELT. Drawing on qualitative data derived from a focus group interview we argue that it is not a question of either the students’ learning context or the socio-cultural influences that determines L2 learning motivation, but a combination of the two. We found that the dominant conceptions of success in academic and professional Mexican contexts intermingle with the students’ learning context in determining language learning motivation.

Sociocultural Dynamics of ESL Learning (De)Motivation: An Activity Theory Analysis of Two Adult Korean Immigrants

This study examines the longitudinal trajectories of two Korean ESL immigrants' L2 learning motivation from an Activity Theory perspective. Two highly skilled immigrants participated in monthly semi-structured interviews over a period of 10 months. The research questions are as follows: (1) How does the relationship between ESL learners and their perceived social contexts affect and shape the way in which their ESL learning motivation develops? (2) How can the factors affecting the changes in ESL learning motivation be explained from an Activity Theory perspective? The recurring themes in the monthly interview data were coded and aligned to Engeström's (1999a) activity-system model; important interactions among the subcomponents of the model are presented and discussed. The results indicate that (1) the dynamism in ESL learning (de)motivation can be coherently explained in a series of longitudinal activity-system models; and (2) that it is not the ESL context per se but each participant's recognition of it that plays a pivotal role in creating, maintaining, and terminating ESL learning motivation.

Ideal L2 Self and Sensitization in L2 Learning Motivation: A Case Study of Two Korean ESL Students

Ideal L2 Self and Sensitization in L2 Learning Motivation: A Case Study of Two Korean ESL Students

The Language Learning Motivation of Early Adolescent French Immersion Graduates

Abstract: This interpretive multiple case study examines the motivation to learn a second language among sixth grade students who attended a French immersion school for grades K–5. Parent surveys, student surveys based on Gardner's Attitude/Motivation Test Battery, and individual and group interviews with students were the data sources used to identify students' second language (L2) learning motivating factors. Survey data indicated that the students shared home background characteristics and had high motivation and similar motivational orientations. Cross‐case theme analyses of interviews suggested that, although students appeared to be motivated by both instrumental and integrative factors, relationships with teachers and peers were also influential. Consideration of individual cases indicated that other theories in motivation and second language acquisition could shed more light on L2 learning motivation.

The Dynamics of L2 Self and L2 Learning Motivation: A Qualitative Case Study of Korean ESL Students

This paper links Vygotskian sociocultural theory (SCT) and activity theory (Tae-Young Kim, 2007, 2009; Vygotsky, 1978, 1987) to Dornyei's (2005, 2009) second language (2) motivational self system. Since the majority of L2 motivation research has focused on quantitative data, an in-depth investigation of L2 learning motivation from a qualitative research orientation seems necessary. By analyzing interview data obtained from four Korean adult English as a second language (ESL) students, this paper focuses on the interface between SCT-based L2 motivation theory and L2 motivational self system. The participants were on short-term visas and lived in Toronto for approximately 10 months to learn English. The findings of the study suggest that 1) in order to facilitate L2 learners' ESL learning, students' ought-to L2 self needs to be internalized by the learners and transformed into their ideal L2 self, and 2) only when students' initial L2 learning motive is integrated with specific learning goals and their sense of participation does L2 learning motivation emerge. It is argued that SCT can be applied to Dornyei's L2 motivational self system, and this will produce more robust L2 motivation theory having ecological validity.

Variable Identities in Brussels. The Relationship Between Language Learning, Motivation and Identity in a Multilingual Context

Abstract In Belgium and Brussels, macrocontextual features such as language policy and language legislation have a profound impact on people's language use and on the way languages are learned. In order to explain this impact, the political and economic developments that have determined the current context of learners in Brussels are discussed. Secondly, a number of recent events that are the result of the interplay of language legislation and sociolinguistic mechanisms are presented. These contextual issues are linked to some theoretical insights which allow us to look at: (1) how the specific context of Brussels influences instructed and non-instructed L2 learning; (2) what the implications are for learners’ identification processes; and (3) how this relates to their L2 learning motivation. These questions are addressed in an empirical study carried out in a Dutch-speaking secondary school in Brussels. The results suggest that adolescents in Dutch-speaking schools in Brussels have variable identity profiles and specific L2 learning motivations, depending on their language use in different contexts.