Exploring Underlying Elements of the Motivational Self System Among Learners in Two Instructional Contexts

Abstract

Although previous research has demonstrated the importance of learner motivation in English for Academic Purposes (EAP) and Second Language (ESL) contexts, little is known about the motivation towards language learning and national identity that Canadian newcomers hold. Through the lens of Dörnyei's (2005) L2 Motivational Self System, this study focused on two groups of Canadian newcomers learning English in the traditional classroom setting (ESL, n=37) and the workplace (WLT, n=29) to determine the role of motivation in their integration into Canadian society and development of 'Canadian self'. The results, collected by way of a questionnaire and follow-up interviews, show newcomers holding positive attitudes towards English learning and building their Canadian identity in the process. Notably, beliefs concerning the value of employment to fulfill personal obligations and duties promoted WLT learners' motivation and willingness to engage with language learning significantly more than those of their ESL counterparts. Pedagogical implications are discussed.

Strategies in Forming the Speech Act of Refusals of Non-Native English Speakers and Native English Speakers in Entry-Level Customer Service Positions in Canada

“…VLTs were not TESL certified and had little to no previous experience teaching English as a second language. Because of this, many VLTs expressed difficulty with the task of designing lessons (Ady, 2020) and had the WLT program provide them with a materials toolbox. Still, these materials, according to the VLTs, did not sufficiently meet the needs of the clients, prompting the WLT program administrators to partner with Research in Newcomer Workplace Language (RNWL) from Carleton University to create ten selflearning modules for the clients that respond to the client's needs (OCISO, n.d.).…”

“…Since most clients were working in the customer service industry, the modules reflected language used in that context and focused on such themes as small talk, responding to complaints, greetings and requests, and refusals (OCISO, n.d.). Tasks in the modules included prediction tasks, coming up with solutions to pre-determined scenarios, matching, and cloze-type passages (Ady, 2020). The modules were to be completed by the client online, via cell phone or computer, before meeting with the VLT in person.…”