Language learning motivation through a small lens: A research agenda

Abstract

In this paper I propose an agenda for researching language learning motivation 'through a small lens', to counteract our tendency in the L2 motivation field to engage with language learning and teaching processes at a rather general level. I argue that by adopting a more sharply focused or contextualized angle of inquiry, we may be able to understand better how motivation connects with specific aspects of SLA or particular features of linguistic development. Keeping the empirical focus narrow may also lead to interesting and illuminating analyses of motivation in relation to particular classroom events or to evolving situated interactions among teachers and learners. I propose a number of possible research tasks that might be undertaken by experienced researchers, teacher-researchers or student-researchers wishing to investigate language learning motivation 'through a small lens'.

Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross‐Sectional and Longitudinal Study

“…Supporting the theoretical claims of many L2 motivation scholars (Dörnyei, , ; Ushioda, ), our study is the first attempt to provide empirical evidence that having strongly internalized future‐self guides—Ideal L2 Self—could be a strong antecedent for successful L2 development. One reason for this could be that motivation is believed to help L2 learners foster their awareness, noticing, and understanding of input, especially when there is no input enhancement, as evidenced in L2 research (e.g., Takahashi, ) and in social psychology (e.g., Newsome, ).…”

“…In response to the first research question concerning the interaction patterns between L2 learners’ motivation and emotion factors and their experience, our cross‐sectional and longitudinal analyses demonstrated that both Ideal L2 Self and Ought‐to L2 Self demonstrated small‐to‐medium correlations with various stages of the participants’ experience at preschool, junior high school, and high school ( r = .20–.30), indicating that motivation is closely aligned with L2 learners’ behaviors relating to studying, using, and practicing the target language throughout their EFL experience (Dörnyei, ; Ushioda, ). Interestingly, the degree of the participants’ positive feelings about their own EFL learning (Private Enjoyment) predicted the quantity/quality of their most recent experience (at both T1 and T2).…”

“…Some researchers have cast doubt on whether such reported intentions reflect the quantity and quality of L2 learners' actual use (e.g., Ryan, 2008). Moskovsky, Assulaimani, Racheva, and Harkins (2016, p. 643) pointed out that "ultimately, [L2 acquisition] is about achievement, that is, about attaining an adequate level of proficiency in the [target language]" and that "[t]herein lies the real test for the theory-in the capacity of the self guides to predict L2 achievement" (see also Ushioda, 2016). To date, several empirical studies have explored the relationship between EFL learners' motivation and their L2 performance although no clear link between motivation and achievement has been found (e.g., Lamb, 2012;Moskovsky et al, 2016;Papi & Teimouri, 2014).…”

“…Some researchers have cast doubt on whether such reported intentions reflect the quantity and quality of L2 learners’ actual use (e.g., Ryan, ). Moskovsky, Assulaimani, Racheva, and Harkins (, p. 643) pointed out that “ultimately, [L2 acquisition] is about achievement, that is, about attaining an adequate level of proficiency in the [target language]” and that “[t]herein lies the real test for the theory—in the capacity of the self guides to predict L2 achievement” (see also Ushioda, ).…”

Online Media Creation and L2 Motivation: A Socially Situated Perspective

“…This may be particularly the case in relation to digital text production, the creation of online media offering opportunities for personal expression, creative thinking, and audience interaction (Blake, ). Responsive to the need to integrate varying theoretical frameworks in studying aspects of learner psychology (Mercer & Ryan, ), and heeding Ushioda's () call for L2 motivation research that is “grounded in specific contexts of practice” (p. 566), the purpose of this study is to develop a theoretical understanding of motivation that emerges in activities involving online media creation. Adopting a grounded theory approach (Charmaz, ) and viewing blogging as a participatory process (Ito et al., ), the research was guided by the question: How can we understand L2 motivation that arises when learners create online media?…”