Will the “normality” times come back? L2 learning motivation between immigrants and refugees before Covid-19

In these turbulent times of changes and transformations where educational processes are being virtualized due to the pandemic, we must not forget the difficulties that this implies for certain vulnerable learners and some learning contexts. That is the case of the L2 learning by immigrants and refugees. Such learners already have a starting difficulty, both for not mastering the language of learning and for the digital divide, which is increased by the migration variable. This work analyses, within a context of “normality”, the motivation of immigrants and refugees, in the light of their links and expectations. The differences in the relation with the Italian language are shown. The results show that the dependency on the host society, the uncertainty of the future and the absence of family ties are influential factors for refugees learning motivation. On the contrary, immigrants are not subjected to these factors, and therefore their Italian L2 learning motivations are different. By this research we conclude that adult refugees and immigrant students have different attitudes through the residency country language learning.

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Refugees’ L2 learning: new perspectives on language motivation research

XLinguae ◽

10.18355/xl.2020.13.04.05 ◽

2020 ◽

pp. 64-80

Author(s):

Monica Ortiz Cobo ◽

Roman Kralik ◽

Rosella Bianco

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Learning Experience ◽

Learning Motivation ◽

Refugee Students ◽

Motivation Factors ◽

Self Confidence ◽

Language Learning Motivation ◽

L2 Learning

This study analyses the factors that influence the second language learning motivation of refugees in Italy. To do so, we have conducted an ethnography by making interviews and questionnaires to adult refugee students of the Italian language. The analysis of the data highlights that the peculiar migration experience of this type of students results in specific language learning motivation factors. Starting by the existing paradigm, we discuss the refugee second language (L2) learning motivation as composed by the following dimensions: Ideal L2 Self, Ought-to L2 Self, Social Distance, Learning Experience, Self-confidence, and Anxiety and Multilingual Self.

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A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings

Language Teaching Research ◽

10.1177/1362168818765877 ◽

2018 ◽

Vol 23 (6) ◽

pp. 765-786 ◽

Cited By ~ 3

Author(s):

Elisabet Pladevall-Ballester

Keyword(s):

Language Learning ◽

Primary Schools ◽

Language Attitudes ◽

Learning Experience ◽

Learning Motivation ◽

Arts And Crafts ◽

Language Experience ◽

L2 Learning ◽

Low Exposure ◽

Over Time

Content and language integrated learning (CLIL) is often introduced in school settings in an attempt to increase exposure to the foreign language (FL) and promote motivation and positive language attitudes. The present study examines how language learning motivation develops over the course of two academic years in two types of instruction setting (CLIL and non-CLIL) with equal but low exposure to the FL and in two types of CLIL subject (science and arts and crafts). Data were collected from four primary schools in fifth and sixth grades by means of a motivation questionnaire. Differences between groups are observable in relation to the second language (L2) learning experience dimension of motivation in favour of the CLIL learners, who increased their motivation over time. Type of CLIL subject was found to be relevant also only in relation to the L2 learning experience dimension of motivation. Even in low exposure contexts, FL motivation is promoted and maintained over time by adding CLIL to the language experience of young learners.

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English as a Vocational Passport: Japanese Medical Students and Second Language Learning Motivation

Education Sciences ◽

10.3390/educsci12010008 ◽

2021 ◽

Vol 12 (1) ◽

pp. 8

Author(s):

Bryan J. Mathis ◽

Thomas Mayers ◽

Flaminia Miyamasu

Keyword(s):

Second Language ◽

Medical Students ◽

Language Learning ◽

Japanese Patients ◽

Learning Motivation ◽

Study Materials ◽

Language Learning Motivation ◽

L2 Learning ◽

International Posture ◽

High Degree

Recently, Japanese medical students are expected to acquire a high degree of English proficiency with the tacit understanding that it will feature in their future profession through interactions with non-Japanese patients and/or engagement with medical research. However, to the best of our knowledge, the motivation of Japanese medical students to learn English as a second language (L2) has not been studied. Using quantitative and qualitative questionnaires, we investigated the L2 learning motivation of second-year Japanese medical students and the degree to which the students have international posture, i.e., their awareness and openness to internationalization. The results revealed that the students were primarily instrumentally and vocationally motivated; in other words, their chief motivation for L2 learning came from an understanding of the usefulness of L2 proficiency for their future profession. The results also showed that the students had strong international posture, as evidenced by a deep desire to communicate internationally and an understanding of the role of English as a tool for global communication. The findings suggest that, to sustain or improve L2 learning motivation, educators should employ study materials that are pertinent to students’ future needs and professions.

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The Role of Societal and Contextual Factors in Second Language Learning Motivation: A Perspective from Tertiary Students in Pakistan

Chinese Journal of Applied Linguistics ◽

10.1515/cjal-2015-0029 ◽

2015 ◽

Vol 38 (4) ◽

Author(s):

Muhammad Shahbaz ◽

Yongbing Liu

Keyword(s):

College Students ◽

Language Learning ◽

Private College ◽

Learning Motivation ◽

Small Scale ◽

Public College ◽

First Year College ◽

L2 Learning ◽

First Year College Students ◽

College Type

AbstractIn recent years, SLA and L2 learning motivation have received extensive attention of researchers and teachers across the globe but the issue remains underdeveloped and there are only some small-scale studies on this subject in Pakistan. Among different factors that affect L2 learning motivation, the current study focuses on exploring differences in L2 learning motivation by college type (private vs. public) and major subject of study (Arts vs. Sciences). Analyzing the questionnaire data from 547 first year college students, the study singles out different situation-specific factors that account for variation in ESL learning motivation. Results indicate that private college students have a higher motivation level and better achievements in ESL learning as compared to public college students. Public college students have strong instrumental motivation while private college students show preferences for an ideal L2 self. L2 motivation does not differ a great deal between students with different subjects of study but there is a big gap in the achievement of both groups. Arts majors’ motivation depends heavily on their attitude towards English while science majors are instrumentally motivated to learn English. We also discuss some possible reasons for the differences in motivation and implications of the study for ESL teachers and learners.

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