Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners

Abstract

Motivation has been recognized as a vital component in successfully learning a second or foreign language. However, research on language learners’ motivation in a study abroad context requires more attention in an era in which international mobility is becoming a new normal. This study investigated 217 Chinese overseas university students’ L2 motivation during their one-year postgraduate study in the United Kingdom. by examining a range of motivational variables in relation to their motivated English language learning behaviors. Integrating results from both questionnaires and interviews from nine participating students, the study revealed that international posture showed the strongest positive power, followed by the ideal L2 self, in explaining the learners’ willingness to communicate, frequency of communication, and intended learning effort. Additionally, instrumentality and parental encouragement exerted prominent promotional influence in shaping their intended learning effort. However, the ought-to L2 self-displayed a significant negative impact on their L2 learning in this study abroad context, and the role of attitudes toward L2 speakers/community and culture was not evident in this case. The findings shed light on a more comprehensive understanding of L2 motivation in a study abroad context, and offer insightful implications for English as a Foreign Language education in cultivating language learners’ motivation to prepare for study abroad.

Exploring Motivation for Learning Using Hertzberg’s Two Factor Theory

“…Apart from that, students also conclude that better skills in additional language will ease their affairs whenever they are abroad or assist them when communicating internationally. Many researchers agree that motivation is a main reason in successful language acquisition (Gardner & Lambert, 1972cited in Xu, 2008Meşe & Sevilen, 2021;Yue et al, 2022). McCoach & Flake (2018) believed that motivation is the vital component that pushes students' capabilities to achieve their highest potentials in language learning.…”

Motivation in the classroom to develop English Speaking skills

“…Through motivation, students expect to achieve their goals which in this case is to speak English properly and with that case Teachers are expected to motivate students to achieve goals to communicate and maintain high expectations when speaking a foreign language. Moreover, Ecuadorian University level students consider to successfully fulfill their goals if academic success is accomplished (including English language speaking) (Yue, Zhao, Meng, Qian, & Wu , 2022) In terms of Dornyei (1998) if students are put under stress it may influence their motivation, which is specified as an important fact for students to use speaking skills properly and it is one big factor that affects language learners' success. It is well known that the more motivated students are, the more successful they would be at English speaking (Wakgari, 2022)…”

Pop Culture and English Language Learning Motivation among Ab-English Students

“…Motivation in language learning is widely known to be an essential factor that can help mobilize learners' personal, cognitive, and behavioral qualities to improve their language learning performance [1]. In L2 acquisition, motivation is a crucial factor to learn a second language successfully as it helps learners accomplish learning activities, which either positively or negatively empower their behavior or purpose during the language learning process [2]. Corsino et al [3] postulates that language motivation is an efficient indicator of language learning, particularly affecting their level of classroom engagement, persistence to complete the course, the quality of performance and output, and level of achievement during an assessment.…”

“…This is supported by the notion that integratively motivated students are identified with a high level of English proficiency since their selfsatisfaction drives them to learn the language and immerse more in the culture of the target language community [10]. Furthermore, its basic premise is the learners' willingness to acculturate with the target language community, which helps sustain their long-term motivation to learn the language [2].…”