Language motivation and attitudes: a study with English for Academic Purposes learners (original) (raw)
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Over the last decade, Zoltán Dörnyei's L2 Motivational Self-System (L2MSS) theoretical framework has been used to explore the relationship between successful second language learning and learner motivation in a myriad of language learning contexts. However, not many studies have been carried out in developing countries. Through the lens of L2MSS's three main components: Ideal L2 self, Ought to L2 self, and Learning experience, this study explores Language Learning Motivated Behavior (LLMB) in an Ecuadorian EFL setting. The article is part of a university research project. One hundred twenty-eight senior high school students completed a questionnaire drawn from previous research studies on the L2MSS. The results confirm that the Ideal L2 Self is a strong predictor of language learning motivation in Ecuador, validating this component as one of the Palabras clave: L2 Motivational Self-System, Motivación en el aprendizaje de idiomas, Inglés como lengua extranjera, Estudiantes ecuatorianos de inglés como lengua extranjera.
When Learning English is Compulsory at School: Fluctuations in L2 Motivational Self System
International Journal of Applied Linguistics & English Literature, 2014
Research findings highlight the role of motivation in the long-term process of learning a second/foreign language. One's motivation can change even in a short period of time under the influence of multifarious factors. To enrich our understanding of the attitudinal/motivational basis of foreign language learning this study attempts to investigate L2 motivational fluctuation, and the possibility of predicting EFL learners' motivated learning behavior in light of Dörnyei's (2005, 2009) theory of L2 motivational self system. To this end, 1670 junior high and high school students studying English as a compulsory subject in Iran filled out L2 motivational self system questionnaire. Independent samples t-test and regression analyses were applied; and the findings indicated a higher motivational disposition for junior high school students in comparison to high school students, except for their attitudes towards L2 community. For both groups, attitudes towards L2 learning was the best predictor of students motivated learning behavior.
2016
The primary objective of this study is to understand and analyse the English language motivation of a sample of Turkish undergraduate students through the lens of L2 Motivational Self System. In this study, Taguchi et al.’s (2009) Motivational Self System scale was used to collect data. The scale was composed of two parts. The first part was the background information about the knowledge of the participants. They were primarily necessitated to supply their bio-data, such as gender, major, age at which they began to study English. The second involved a questionnaire. The current research was carried out at the Preparatory School of Hasan Kalyoncu University in the spring semester of the 2015-2016 academic years. The quantitative data was collected from 125 learners for the questionnaire, originating in 81 males and 44 females. The data was exposed to descriptive analyses. Moreover, independent samples t-test was used to see the differences in the responses of the respondents with respect to their gender, and one-way analysis of variance (ANOVA) was conducted to examine the differences in motivational factors in relation to the sub-groups of the sample based on the variables of L2 motivational self system. The major results include the following: First, the students formed an L2 component in their L2 self as responsible for their efforts to master an L2. With the answers to the statements, it is evident that the students consider themselves as successful L2 learners in the future. Second, the results of quantitative data ascertained a powerful existence of L2 motivational factors relevant to ought-to L2 selves of the participants. Third, students’ overall attitudes towards learning English are positive. Fourth, female learners were more positive towards learning English than male learners. Moreover, according to the t-test result, both Ideal L2 Self and Attitudes towards learning English have highly significant impact. Fifth, the findings revealed that learners who have learned foreign language(s) aside from English enhanced their ideal L2 self which had the strongest effect on learning English. The t-test represents that there was no statistically significant difference. Sixth, living abroad for more than six months experience influenced participants’ motivational selves. The result of independent samples t-test regarding the learners who had lived abroad and those who had not was significant and meaningful in terms of Ought-to L2 Self. Finally, even though the result of one-way ANOVA regarding age showed that learners’ age had no significantly important difference with their L2 Motivational Self, based on the averages of mean scores, it is evident that motivation decreased with age.
RLA. Revista de Lingüística Teórica y Aplicada
Over the last decade, Zoltán Dörnyei’s L2 Motivational Self-System (L2MSS) theoretical framework has been used to explore the relationship between successful second language learning and learner motivation in a myriad of language learning contexts. However, not many studies have been carried out in developing countries. Through the lens of L2MSS’s three main components: Ideal L2 self, Ought to L2 self, and Learning experience, this study explores Language Learning Motivated Behavior (LLMB) in an Ecuadorian EFL setting. The article is part of a university research project. One hundred twenty-eight senior high school students completed a questionnaire drawn from previous research studies on the L2MSS. The results confirm that the Ideal L2 Self is a strong predictor of language learning motivation in Ecuador, validating this component as one of the highest-order motivational forces across different populations of L2 learners. Concerning its counterpart, the Ought to L2 self, it was not...
2014
To enrich our understanding of the attitudinal/motivational basis of foreign language learning at junior high school level, this study investigated the students’ status of L2 motivation, the relationship between motivational factors, and the possibility of predicting their motivated learning behavior in light of Dornyei’s (2005, 2009) theory of L2 Motivational Self System. To this end, 1462 junior high school students classified as private language institute-goers and non-goers filled in the Persian version of L2 Motivational Self System questionnaire. After applying independent samples t-test, correlation, and regression analyses, it was found that all students enjoyed positive attitudinal and motivational dispositions although to a different extent, attitude toward learning English was the main predictor of their motivated learning behavior, and Ideal L2 Self was particularly stronger in the institute goers, while Ought-to L2 Self was rather the same for both groups.
Innoeduca. International Journal of Technology and Educational Innovation
La presente investigación forma parte del trabajo de tesis doctoral “Factores que afectan la motivación para el aprendizaje de los alumnos en las clases de inglés a nivel superior”, en el marco del Doctorado en Ciencias en Educación Agrícola Superior que se imparte en la Universidad Autónoma Chapingo, México. Tiene como objetivo realizar un diagnóstico inicial de la motivación de los estudiantes de inglés como segunda lengua en la Universidad Autónoma del Estado de México, UAEM Texcoco. Dicho diagnóstico será el punto de partida que permita con base en las características de los alumnos diseñar un cuestionario adaptado al contexto de una universidad mexicana, haciendo uso de las variables del cuestionario AMTB (Test de Actitud y Motivación), de R C Gardner, que se adecuen al contexto de los estudiantes de la UAEM identificar los principales factores que afectan el aprendizaje de L2 de los estudiantes. Los resultados muestran que los alumnos manifiestan sentirse motivados por activid...
Revista Linguagem em (Dis)curso, 2017
This study investigated to what extent a group of Brazilian secondary public school students find themselves motivated to learn English at school. Motivation was conceptualized as participation, in terms of the students' attitudes towards their English classes. With the use of a logbook created for data collection in this research, the students expressed their motivational levels at the beginning and end of each class, during a school semester. The students' impressions were analyzed at individual (TURNER; PATRICK, 2008) and group (WENGER, 2009) levels. The results indicated that these students were usually motivated to attend these classes but the classroom experiences played an important role in motivating them even more. Also, the study acknowledged motivation as an ever-changing experiential construct deeply influencing the foreign language learning classroom, and at the same time, being deeply influenced by internal and external factors to the individuals and the language classroom as well.
Loquen: English Studies Journal
This study aspires to scrutinise the attitude and motivation of Airlangga University linguistics students in learning and mastering English as their L2. Sufficient proficiency and command in English are needed to support the academic success in teaching-learning process, particularly in a university. Through a total of 20 active linguistics students in Airlangga University that had been surveyed, it is found that a plenty of them still do not meet the minimum proficiency that the university has set. There are several factors that affect students’ proficiency in English of the linguistics students in Airlangga University. Through the finding of this research, it is found out that these factors derived from internal motivation of the students and also external factors that keep motivating the students to have adequate proficiency and command in English. To help the linguistics students in bridging their understanding for the teaching-learning materials which are predominantly delivere...
Language Teaching, 2020
This article provides an analysis of the motivational nature of seventy-nine English-major students in the second year of their degree in Modern Languages at the University of Las Palmas de Gran Canaria using Dörnyei's L2 Motivational Self System, in combination with an exploration of the variables of lexical availability and overseas experience in the target language context. Preliminary findings indicate the following: 1) L2 learning experience emerged as the most significant predictor of subjective intended effort in a model which showed that the relationship between the motivational variables considered was statistically significant; 2) the stronger a student's Ideal L2 Self, the wider their lexical availability, although analysis of the Ought-to Self showed its marginal relevance; 3) students who have been to an English-speaking country showed a stronger Ideal L2 Self and a richer lexical repertoire. 1
Attitudes to English and motivation to continue learning English in a tertiary education setting
LFE, 2019
This study investigates attitudes toward English, the primary language of international communication, and motivation of intermediate and advanced learners to pursue Business English in a university setting. Moreover, the study aims to establish the correlations between attitudes to English, different types of motivation and invested effort as a criterion related to motivated behaviour. Approximately 700 Croatian students of business and economics responded to a questionnaire based on earlier sociolinguistic and L2 motivation research in the socio-psychological tradition. Descriptive and inferential analyses (factor, correlation and hierarchical multiple regression analyses) of the collected data revealed a positive attitude to English as a lingua franca alongside a preference for native English varieties. The perception of English as a threat was weak among our respondents. As regards motivational dimensions, the sample was characterised by integrative and two types of instrumental motivation, one deriving from expected benefits and the other from experienced benefits. Although a positive attitude to English as a lingua franca positively correlated with invested effort, hierarchical multiple regression analysis revealed that effort could only be predicted on the basis of integrative motivation and positive experiences with English to date. Despite its high score, the motivation dimension deriving from expected benefits was not a predictor of invested effort. Moreover, its composition (focus on future goals, milieu and vitality of L2 community items) suggested that it reflects extrinsic motivation and resembles Ought-to L2 Self. Our findings provide insights into attitudes and motivation of ESP learners in educational contexts where English is not regularly used for academic and professional purposes.