The aim of our study was to provide an insider's account of the dynamics of language learning motivation in Hungarian students with dyslexia. For this purpose, we conducted qualitative interviews with 15 students who studied foreign languages in a variety of educational settings. In this article, we drew up a dynamic model of language learning motivation based on our interview data with dyslexic learners. We argued that goals, attitudes, and motivated behavior form a closely interrelated coadaptive system, in which change in one of these motivational constructs also brings about change in the other related constructs. We placed these motivational factors within the system of learner internal factors that, for our group of participants, included self-perceptions and cognitive factors such as dyslexia. The learner was then situated in 2 interrelated external systems: milieu and the instructional setting. In our research, we pointed out how influences stemming from the learners' immediate environment as well as from the instructional setting might affect learning goals, attitudes, and motivated behavior. Finally, we argued that the general social context is the largest system into which all the previously mentioned subsystems need to be placed.IN OUR GLOBALIZED WORLD, COMPEtence in a second or foreign language (L2 1 ) is often as important as other basic competencies such as literacy and arithmetic skills. In many countries of the world, however, students who have special educational needs receive assistance in basic academic skills but not in learning foreign languages or L2s. Institutional help for students with learning disabilities (LDs) in an L2 is often not provided due to the assumption that because these students have difficulties in reading and writing in their native language, they cannot be expected

Our interview study investigated what experiences Hungarian students with dyslexia have in the language learning group and concerning the general behavior, the instructional methods and assessment techniques of their language teachers. Long qualitative interviews were conducted with 15 students of different ages who studied foreign languages in a variety of educational settings. Our results indicate that the participants generally had negative experiences when studying in groups especially if the number of students in the group was high, but they enjoyed when they received special attention and the rate of progress was adjusted to their needs. Students with dyslexia were found to be highly appreciative of clear and well-structured explanations and frequent revision opportunities. The students' views confirm the high importance of applying motivational teaching strategies in teaching foreign languages to students with dyslexia and the existence of an indirect link between teachers' attitude to dyslexia, teacher behavior and language learning effort.

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