Volume 4, Issue 2 August 2021, pp. 59–80 Download PDF

Regular Articles

Motivators for learners of languages other than English in college elective courses in a monolingual social setting

Shu-Chen Huang https://orcid.org/0000-0002-0446-77111

1 National Chengchi University, TAIWAN huang91@nccu.edu.tw

DOI: https://doi.org/10.29140/lea.v4n2.411


Abstract

Guided by the Second Language Motivational Self System (L2MSS) framework, this study examined to what extent the three L2MSS components of ideal self, ought-to self, and learning experience described the motivation of learners who chose to enroll in college elective courses of modern languages other than English (LOTEs) in the monolingual social setting of Taiwan. Questionnaire surveys were conducted at the end of two consecutive semesters and learners were interviewed. Triangulation of survey and interview data suggested that a positive learning experience was the strongest factor in motivating effort. Although some classroom factors were known, others worth further exploration in instructional settings were pointed out. The ought-to L2 self was found to be an insignificant predictor with questionable validity. Instead, academic responsibility and instrumentality proved more relevant factors in LOTE. Results on ideal self were less straightforward, suggesting that the ideal self for LOTEs may be qualitatively different from the English ideal self. Comparisons of data sets across time and learner groups indicated motivation did not change over time. By considering major L2MSS components and related constructs together, this study uncovered their relative adequacy in explaining LOTE motivation and suggested possible new perspectives for studying motivation in instructed LOTE acquisition.



Copyright

© Shu-Chen Huang

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Huang, S. (2021). Motivators for learners of languages other than English in college elective courses in a monolingual social setting. Language Education and Assessment, 4(2), 59–80. https://doi.org/10.29140/lea.v4n2.411


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