scholarly journals A Study of the Language Learning Motivation of Saudi Military Cadets

2017 ◽  
Vol 6 (4) ◽  
pp. 163 ◽  
Author(s):  
Ali Falah Alqahtani
Keyword(s):  
Regression Analysis ◽  
Language Learning ◽  
English Language ◽  
Strong Predictor ◽  
Motivation To Learn ◽  
Correlation And Regression Analysis ◽  
Learning Attitudes ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
Self System

Using Dörnyei’s  (2009) L2 Motivational Self System as the main theoretical framework, this paper reports a study of Saudi military cadets’ motivation to learn English. The study aimed to: a) investigate the usefulness of Dörnyei’s model for understanding and explaining English language motivation in this global context; b) capture other motivational factors seen to be relevant to the designated group’s motivation to learn English. A sample of 194 Saudi military cadets participated in the survey. Correlation and regression analysis of the data support the usefulness of the L2 Motivational Self System in assessing participants’ motivation to learn English. Language Learning Attitudes was found to be the best predictor of self-reported learning effort. In addition, Instrumentality Promotion and Instrumentality Prevention proved to be strong predictors of self-reported learning effort. Finally, the study hypothesised that a new construct ‘Religious Interest’ impacted on participants’ motivation to learn English, and regression analysis showed this was also a strong predictor of self-reported learning effort. 

scholarly journals The L2 Motivational Self System and Religious Interest among Saudi Military Cadets: A Structural Equation Modelling Approach

2017 ◽  
Vol 7 (5) ◽  
pp. 84 ◽  
Author(s):  
Ali Falah Alqahtani
Keyword(s):  
Language Learning ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
English Language ◽  
Parental Encouragement ◽  
Learning Attitudes ◽  
Equation Modelling ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
Students Attitudes

This study surveyed the English language learning motivation of 384 Saudi military cadets. The researcher applied structural equation modelling to analyse how a set of motivational factors interact in shaping the motivation to learn English of this under-researched context. The study found that the language learning effort was determined by the students’ attitudes towards the language learning process as well as their Ought-to L2 Self. However, the Ideal L2 Self contributed to the language learning effort indirectly with the mediation of the students’ attitudes towards the language learning. The influence of the students’ parents was salient as the parental encouragement contributed to the students’ Ought-to L2 self as well as their language learning attitudes. Finally, the students’ perception of the benefit of learning English for religious purposes (religious interest) contributed to the enjoyment derived from the process of language learning, which in turn impact the effort they invest in their language learning. 

scholarly journals Absorbed Expectations About English Study of Adolescent Japanese Students: Insights to the Ought-to L2 Self

2015 ◽  
Vol 39 (5) ◽  
pp. 3 ◽  
Author(s):  
Richard Sampson
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Possible Selves ◽  
First Grade ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
One Year ◽  
The Impact ◽  
Self System

Dörnyei’s (2009) L2 Motivational Self System draws the notion of possible selves into understanding language learning motivation. Whilst one element of this system involves language learners’ perceptions of expectations from significant others, research has revealed inconsistent conclusions as to the role of these influences on motivation. Moreover, little research has uncovered a picture of the qualities of such absorbed expectations. This paper presents part of a qualitative study into the contextualized motivation of one class group of first-grade Japanese kosen students. Emergent from data collected over one year, the results reveal that these students held detailed, often conflicting perceptions of expectations absorbed from various sources in their social environment. The results suggest that further research is necessary to explore the development of such perceived expectations with students and to investigate the impact on motivation of conflicting detail in expectations. Dörnyei (2009)のL2 Motivational Self Systemは、第2言語学習者の動機を理解するためにpossible self概念を用いている。 第2言語学習者が感じる「他人の期待」が動機付けになるというのがこのシステムの一部だが、その動機への影響に関して今までの研究結果は一貫性に欠けている。その上、第2言語学習者が感じる「他人の期待」の質に関する研究も少ない。本論は、ある工業高等専門学校１年の学生の動機を質的に調べる研究の一部である。1年間に収集したデータの分析により、学生が社会環境の様々な情報源から得た、詳細だが時には矛盾する期待を感じていたという結果が導き出された。第2言語学習者への「他人から感じる期待」を考察し、矛盾する期待が動機へ及ぼす影響について、更なる研究が必要とされる。

scholarly journals Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System

2019 ◽  
Vol 9 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Zoltán Dörnyei
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Strong Predictor ◽  
Empirical Studies ◽  
Motivated Behavior ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
Main Dimension ◽  
Self System

The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.

scholarly journals The Motivation of University Students of International Relations to Learn English

2020 ◽  
Vol 6 (1) ◽  
pp. 5-28
Author(s):  
Zarina Markova ◽  
Dessislava Yaneva
Keyword(s):  
International Relations ◽  
Language Learning ◽  
English Language ◽  
Small Scale ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
Study Results ◽  
Motivational Profile ◽  
Ideal L2 Self

This article reports on the findings of a study investigating the motivation of Bulgarian undergraduates of International Relations to learn English as a second language (L2). First, we consider language learning motivation in the context of three influential theoretical developments in research on motivation. Then, we report on a small-scale survey aiming to define the motivational profile of students of International Relations through the lens of the L2 Motivational Self System. The analysis of the survey data reveals similarities with findings of previous research as regards the favourable attitude towards English language learning, the prominent role of the ideal L2 self in the motivational pattern, and some doubt over the relation between the ought-to L2 self and the intended learning effort. The study results also indicate relations between travel orientation and the ought-to L2 self, and between the two types of instrumental motivation which have not been reported in previous research. These motivation peculiarities are explained through the specifics of the surveyed group that refer to students’ aspirations and potential careers in international relations.

scholarly journals Sketching a motivational landscape

2021 ◽  
Author(s):  
Tessa Mearns ◽  
Nivja de Jong
Keyword(s):  
Secondary Education ◽  
The Netherlands ◽  
Language Learning ◽  
Bilingual Education ◽  
Learning Motivation ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
Mainstream Education ◽  
Academic Tracks ◽  
Self System

Abstract Studies of motivation in bilingual education settings often address questions of differences between learners in bilingual programmes and those in mainstream education. Problematic in this respect is our increasing awareness of the inherent differences between these two learner groups, as learners in bilingual programmes have often chosen or been selected for a bilingual route (Mearns et al., 2017). The study presented here therefore does not seek to compare learners in bilingual and non-bilingual programmes, but rather to explore the nature of language learning motivation within the context of bilingual secondary education (BSE) in the Netherlands. Using a purpose-designed tool reflecting the L2 Motivational Self System (Dörnyei, 2009), this study investigated trends in motivation across genders, academic tracks and year-groups of nearly 2000 learners. Findings suggest that, although these learners all have bilingual education in common, differences between the motivations of these groups should not be overlooked.

scholarly journals Motivation and demotivation over two years: A case study of English language learners in Japan

2019 ◽  
Vol 9 (1) ◽  
pp. 157-175
Author(s):  
Keita Kikuchi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Qualitative Data ◽  
International Studies ◽  
Learner Motivation ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
The Rich

This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.

scholarly journals The Relationship between the Saudi Cadets’ Learning Motivation and Their Vocabulary Knowledge

2020 ◽  
Vol 13 (4) ◽  
pp. 1
Author(s):  
Ali Falah Alqahtani
Keyword(s):  
Regression Analysis ◽  
Correlation Analysis ◽  
Language Learning ◽  
Statistical Correlation ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
Learning Attitudes ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
The Relationship

This paper is a report on the study of the relationship between foreign/second language (L2) motivation and vocabulary knowledge. The population of the study is the cadets of a military academy in Saudi Arabia who study English as a foreign language. The total number of participants is 195 Saudis. The author uses the L2 Motivational Self System to investigate the cadets’ L2 motivation and the vocabulary test “X-Lex” (Meara & Milton, 2003) to measure their vocabulary size (VS). The correlation analysis shows a positive moderate statistical correlation between the students’ L2 motivation and their VS because the Ideal L2 Self, the Language Learning Attitudes, and the Intended Learning Effort had a linear relationship with the VS. Nevertheless, the regression analysis reveals that none of these motivational scales is a predictor of the students’ VS. Finally, the correlation analysis and the regression analysis disclose a statistically significant correlation between the Saudi cadets’ self-perception as competent English users and their L2 motivation as well as their VS.

scholarly journals EXPLORING THE RELATIONSHIP BETWEEN SECOND LANGUAGE LEARNING MOTIVATION AND PROFICIENCY

2021 ◽  
pp. 1-31
Author(s):  
Karen Dunn ◽  
Janina Iwaniec
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Latent Variable ◽  
Second Language Learning ◽  
English Language ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
The Relationship

Abstract A foundation of second language motivational theory has been that motivation contributes to explaining variance in language learning proficiency; however, empirical findings have been mixed. This article presents an innovative approach to exploring L2 proficiency and motivations of teenage English language learners in Madrid, Spain (N = 1773). Participants completed a multiskill English language test, plus an eight-scale questionnaire operationalizing constructs from Dörnyei’s L2 Motivational Self System (Dörnyei, 2005). Data were analysed using Latent Variable Mixture Modeling, a person-centered profiling approach. Results indicated five distinct classes of students, characterized by differing motivation-proficiency profiles. The importance of this study is that the analysis does not assume a homogenous relationship between motivational traits and proficiency levels across the learner sample; whilst there is undoubtedly a connection between the two areas, it is not a straightforward correlation, explaining to some extent discrepancies in previous findings and laying groundwork for further, more nuanced, investigation.

scholarly journals Motivation and Learning English: A Study on Nepalese Public High School Learners

2015 ◽  
Vol 19 (1-2) ◽  
pp. 99-116
Author(s):  
Suman Laudari
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Public High School ◽  
Factors Affecting ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
Ideal L2 Self ◽  
Motivation And Learning ◽  
Learning English

Motivation is long found to be an important factor to affect the task of learning an L2 as it provides the stimulus required to initiate and sustain the task of learning the L2. It is even argued that if learners are motivated, they are likely to succeed in the task of language learning regardless of other factors. The present study examined the Nepalese public high school learners’ motivation to learn English. Based on Dörnyei’s (2005; 2009) second language (L2) motivational Self System as the theoretical framework, this study employed a 64 item questionnaire to collect the data. Correlation and regression were carried out to establish that the main factors affecting learners’ English language learning motivation were attitude to learning English and ideal L2 self. However, ought-to L2 self did not contribute to learners’ motivation directly, which is on the contrary to the findings of the study done in Asian contexts previously. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12084 Journal of NELTA, Vol 19 No. 1-2, December 2014: 99-116

scholarly journals The Fundamental Difference Hypothesis: Expanding the Conversation in Language Learning Motivation

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094570
Author(s):  
Ali H. Al-Hoorie ◽  
Phil Hiver
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Qualitative Difference ◽  
Fundamental Difference ◽  
Learning Motivation ◽  
School Students ◽  
Cross Sectional ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
Self System

In this study, we examine the fundamental difference hypothesis in language motivation, which suggests that language learning—at the motivational level—is qualitatively different from learning other school subjects. Despite being a long-standing assumption, few investigations have directly examined it. Using a comparative cross-sectional approach, we adapted the L2 Motivational Self System and collected data from South Korean high school students ( N = 644) related to their motivation to learn English (L2), Chinese (L3), and mathematics (a nonlanguage subject). Contrary to the fundamental difference hypothesis, the L2 Motivational Self System fit these three subjects well and did not reveal clear uniqueness pointing toward a qualitative difference in favor of language learning motivation. We use these findings to discuss the possibility of a more global and parsimonious learning motivation theory to accommodate multiple languages in addition to nonlanguage subjects. We also discuss the need for language learning researchers to reengage with other learning sciences.

Sign in / Sign up

Export Citation Format

Share Document