L2 Motivation

Abstract

Globalization has led to the spread of English, which has become the world’s international language. As a result of its importance in social, economic, and political spheres, many countries have introduced English language learning in their school curricula. However, despite its importance many learners still seem to struggle with English second language (L2) motivation, which is an important element of L2 learning success. The aim of this study was to analyse the relationship between several phases of learners’ motivation, including learners’ attributions of past English L2 learning success, current motivational characteristics, and motivation to learn English in the future. Using the L2 Motivational Self System (L2MSS) as a framework, it was found that past learning experiences did not have a significant effect on current learner motivational dispositions. However, elements of the L2MSS had an effect on learners’ intentions to exert effort into future English language learning. In other words, Croatian university students’ L2 motivation was based on their visions for the future rather than on past learning experiences. Moreover, it appears that the ideal L2 self plays a much stronger role in learners’ motivation compared to the ought-to L2 self, and this motivation is tied to utilitarian motives for learning English. In addition, the results showed that other motivational components, such as interest, as well as L2 anxiety, are important elements of learners’ motivation, suggesting cognitive as well as affective aspects in this motivational profile. The complexity of motivation as shown in this study suggests the need for further investigations in various contexts.

Islamic junior high school students’ English proficiency test scores and their L2 motivational self-system: a correlational study

“…Furthermore, this current discovery was coherent with a number of earlier studies (Basir & Kolahi, 2022;Martinovic & Buric, 2021;Moskovsky et al, 2016;Subekti, 2018), which asserted that there was no correlation between the learner's achievements and the L2 motivational arrangement. Moskovsky et al (2016) argued that the students' reading and writing competency scores did not substantially correspond with the L2MSS.…”

“…Zhao et al (2022) revealed that the ought-to L2 self had a detrimental analytical effect on the learner's academic performance. Then, Martinovic and Buric (2021) discovered that there were no discernible correlations between students' success in language learning and their motivating self-system in an L2. Similarly, Subekti (2018) did a study in Indonesia with students who participated in English for a specific purpose (ESP).…”

Exploring the L2 Motivational Self-System in Ecuador: A Questionnaire Study in Secondary School / High School Contexts

“…The Self-System proposed by Dörnyei (2005), L2MSS, comprises three main dimensions: The Ideal L2 Self, the Ought-to L2 self, and the L2 Learning Experience. According to Martinović and Burić (2021):…”

Motivation Profile of Education Degree Students in English Language Learning

“…Foreign language anxiety, a particular situation-specific feeling, was demonstrated to be a factor to consider in motivation in SLL (MacIntyre & Gardner, 1989;Martinović & Burić, 2021;Papi, 2010). MacIntyre (1999, p. 27) defines L2 anxiety as "the worry and negative emotional reaction aroused when learning or using a second language."…”

“…Different researchers performed correlational analysis between L2 anxiety and other components of SLL. Martinović and Burić (2021), concluded that L2 anxiety directly affects learners' performance in an L2. Moreover, Djigunović (2002) found that the students with higher levels of L2 anxiety received lower grades, and their level of self-confidence was also lower.…”