Cover not available
Article published In:
ITL - International Journal of Applied Linguistics
Vol. 174:1 (2023) ► pp.3–48

Exploring underlying elements of the motivational self system among learners in two instructional contexts

| Carleton University
ORCID logo | Carleton University
| Carleton University

Through the lens of Dörnyei’s (2005) Second Language Motivational Self System, this exploratory study focused on two groups of Canadian newcomers learning English in the traditional classroom setting (English as a Second Language [ESL]; n = 37) and the workplace (Workplace Language Training [WLT]; n = 29) to determine the role of motivation in their integration into Canadian society and development of the ‘Canadian self’. The results, collected by way of a questionnaire and follow-up interviews, show newcomers holding positive attitudes towards English learning and building their Canadian identity in the process. Notably, beliefs concerning the value of employment to fulfill personal obligations and duties promoted the WLT learners’ motivation and willingness to engage with language learning significantly more than those of their ESL counterparts. Pedagogical implications are discussed.

Keywords: L2 motivation, second language acquisition, newcomers, workplace language training, attitudes, beliefs
Article outline
  • Introduction
  • Literature review
    • L2MSS theory
    • L2MSS empirical findings
    • Context of the study
  • Method
    • Context
    • Participants
    • Instruments
    • Data analysis
  • Results
    • Research question 1
    • Research question 2
  • Discussion
    • Pedagogical implications
    • Limitations and future research
  • Conclusion
  • Acknowledgements
  • References
Published online: 24 February 2022
DOI logo
https://doi.org/10.1075/itl.21002.ady
References
Al-Hoorie, A. H.
(2018) The L2 motivational self-system: A meta-analysis. Studies in Second Language Learning and Teaching, 8 (4), 721–754. DOI logoGoogle Scholar
(2017) Sixty years of language motivation research: Looking back and looking forward. SAGE Open. DOI logoGoogle Scholar
Anthony, L.
(2018) Introducing English for Specific Purposes. Routledge. DOI logoGoogle Scholar
Bartel, J.
(2013) Pragmatics in the post-TESL certificate course “language teaching for employment”. TESL Canada Journal, 30 (7), 108–124. DOI logoGoogle Scholar
Beleche, T., Fairris, D., & Marks, M.
(2012) Do course evaluations truly reflect student learning? Evidence from an objectively graded post-test. Economics of Education Review, 31 (5), 709–719. DOI logoGoogle Scholar
Berry, J.
(1997) Immigration, Acculturation, and Adaptation. Applied Psychology, 46 (1), 5–34. DOI logoGoogle Scholar
Berry, J. W., & Hou, F.
(2016) Immigrant acculturation and wellbeing in Canada. Canadian Psychology, 57 (4), 254–364. DOI logoGoogle Scholar
Boo, Z., Dörnyei, Z., & Ryan, S.
(2015) L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55 1, 145–157. DOI logoGoogle Scholar
Boring, A., Ottoboni, K., & Stark, P.
(2016) Student evaluations of teaching (mostly) do not measure teaching effectiveness. ScienceOpen Research. DOI logoGoogle Scholar
Bremner, S.
(2010) Collaborative writing: Bridging the gap between the textbook and the workplace. English for Specific Purpose, 29 1, 121–132. DOI logoGoogle Scholar
Centre for Canadian Language Benchmarks (CCLB)
(2012) Canadian language benchmarks: English as a second language for adults. Ministry of Citizenship and Immigration.Google Scholar
Chan, H. Y. L.
(2014) Possible selves, vision, and dynamic systems theory in second language learning and teaching. [Doctoral dissertation, University of Nottingham].
Clément, R., Dörnyei, Z., & Noels, K. A.
(1994) Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44 (3), 417–448. DOI logoGoogle Scholar
Csizér, K., & Dörnyei, Z.
(2005) The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89 1, 19–36. DOI logoGoogle Scholar
Deci, E. L., & Ryan, R. M.
(2008) Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49 (3), 182–185. DOI logoGoogle Scholar
Derwing, T. M., & Waugh, E.
(2012) Language skills and the social integration of Canada’s adult immigrants. Institute for Research on Public Policy, 31 1, 1–33.Google Scholar
DeVellis, R. F.
(2012) Scale development: Theory and applications. Sage publications.Google Scholar
Dörnyei, Z.
(2001) Teaching and researching motivation. Longman.Google Scholar
(2003) Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Blackwell.Google Scholar
(2005) The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.Google Scholar
(2009) The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters. DOI logoGoogle Scholar
Dornyei, Z., & Chan, L.
(2013) Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63 (3), 437–462. DOI logoGoogle Scholar
Dörnyei, Z., & Csizér, K.
(2002) Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23 (4), 421–462. DOI logoGoogle Scholar
Dörnyei, Z., & Ottó, I.
(1998) Motivation in action: A process model L2 motivation. Working Papers in Applied Linguistics, 4 1, 43–69.Google Scholar
Dörnyei, Z., & Ryan, S.
(2015) Motivation. The psychology of the language learner revisited (pp. 72–105). Routledge. DOI logoGoogle Scholar
Dörnyei, Z., & Taguchi, T.
(2010) Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge.Google Scholar
Douglas, S. R., Doe, C., & Cheng, L.
(2020) The role of the interlocutor: Factors impeding workplace communication with newcomers speaking English as an Additional Language. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 76 (1), 31–49. DOI logoGoogle Scholar
Duval-Couetil, N., & Mikulecky, L.
(2011) Immigrants, English, and the workplace: Evaluating employer demand for language education in manufacturing companies. Journal of Workplace Learning, 23 (3), 209–223. DOI logoGoogle Scholar
Egbert, J.
(2003) A study of flow theory in the foreign language classroom. Modern Language Journal, 87 (4), 499–518. DOI logoGoogle Scholar
Ellis, R.
(2015) Understanding second language acquisition (2nd ed.). Oxford University Press.Google Scholar
Gardner, R. C., & Lambert, W. E.
(1972) Attitude and motivation in second language learning. Newbury House.Google Scholar
Ghanizadeh, A., Eishabadi, N., & Rostami, S.
(2016) Motivational dimension of willingness to communicate in L2: The impacts of criterion measure, ideal L2 self, family influence, and attitudes to L2 culture. International Journal of Research Studies in Education, 5 (3), 13–24.Google Scholar
Ghanizadeh, A., & Rostami, S.
(2015) A Dörnyei-inspired study on second language motivation: A cross-comparison analysis in public and private contexts. Psychological Studies, 60 (3), 292–301. DOI logoGoogle Scholar
Grenier, G., & Xue, L.
(2011) Canadian immigrants’ access to a first job in their intended occupation. Journal of International Migration and Integration, 12 1, 275–303. DOI logoGoogle Scholar
Gu, M., & Cheung, D. S.
(2016) Ideal L2 self, acculturation, and Chinese language learning among South Asian students in Hong Kong: A structural equation modelling analysis. System, 57 1, 14–24. DOI logoGoogle Scholar
Guo, S., & Guo, Y.
(2016) Immigration, integration, and welcoming communities: Neighbourhood-based initiative to facilitate the integration of newcomers in Calgary. Canadian Ethnic Studies, 48 (3), 45–67. DOI logoGoogle Scholar
Henry, A., & Cliffordson, C.
(2015) The impact of out-of-school factors on motivation to learn English: Self-discrepancies, beliefs, and experiences of self-authenticity. Applied Linguistics, 38 (5), 713–736. DOI logoGoogle Scholar
Henry, A., & Davydenko, S.
(2020) Thriving? Or surviving? An approach–avoidance perspective on adult language learners’ motivation. The Modern Language Journal, 104 (2), 363–380. DOI logoGoogle Scholar
Higgins, E. T.
(1987) Self-discrepancy: A theory relating self and affect. Psychological Review, 94 1, 319–340. DOI logoGoogle Scholar
(1997) Beyond pleasure and pain. American Psychologist, 52 1, 1280–1300. DOI logoGoogle Scholar
(2000) Making a good decision: Value from fit. American Psychologist, 55 (11), 1217–1230. DOI logoGoogle Scholar
Holmes, J., & Riddiford, N.
(2010) Professional and personal identity at work: Achieving a synthesis through intercultural workplace talk. Journal of Intercultural Communication, 22 1. [URL]
Immigration, Refugee, and Citizenship Canada (IRCC)
(2017) Notice – Supplementary information 2018–2020 immigration levels plan. [URL]
Islam, M., Lamb, M., & Chambers, G.
(2013) The L2 motivational self system and national interest: A Pakistani perspective. System, 41 (2), 231–244. DOI logoGoogle Scholar
JASP Team
(2021) JASP (Version 0.16)[Computer software].Google Scholar
Kim, T. Y.
(2009) The sociocultural interface between ideal self and ought-to self: A case study of two Korean students’ ESL motivation. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 274–294). Multilingual Matters. DOI logoGoogle Scholar
Kim, Y. K. & Kim, T. Y.
(2011) The effect of Korean secondary school students’ perceptual learning styles and ideal L2 self on motivated L2 behavior and English proficiency. Korean Journal of English Language and Linguistics, 11 (1), 21–42. DOI logoGoogle Scholar
Kormos, J., Kiddle, T., & Csizér, K.
(2011) Systems of goals, attitudes, and self-related beliefs in second language learning motivation. Applied Linguistics, 32 (5), 495–516. DOI logoGoogle Scholar
Kuo, B. C. H., & Sodowsky, G. R.
(2004) Predictors of acculturation for Chinese adolescents in Canada: Age of arrival, length of stay, social class, and English reading ability. Journal of Multicultural Counseling and Development, 32 1, 143–154. DOI logoGoogle Scholar
Lamb, M.
(2012) A self system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 62 (4), 997–1023. DOI logoGoogle Scholar
Lanvers, U.
(2016) Lots of selves, some rebellious: Developing the self-discrepancy model for language learners. System, 60 1, 79–92. DOI logoGoogle Scholar
Lu, Y., Samaratunge, R., & Härtel, C. E.
(2016) Predictors of acculturation attitudes among professional Chinese immigrants in the Australian workplace. Journal of Management and Organization, 22 (1), 49–67. DOI logoGoogle Scholar
Markus, H., & Nurius, P.
(1986) Possible selves. American Psychologist, 41 (9), 954.969. DOI logoGoogle Scholar
Noels, K., Pon, G., & Clément, R.
(1996) Language, identity, and adjustment: The role of linguistic self-confidence in the acculturation process. Journal of Language and Social Psychology, 15 (3), 246–264. [URL]. DOI logo
NVivo
(2018) QSR International Pty Ltd. [computer software] (Version 12).Google Scholar
Omidvar, R., & Richmond, T.
(2003) Immigrant settlement and social inclusion in Canada. Perspectives on Social Inclusion Working Papers Series. [URL]
Papi, M.
(2018) Motivation as quality. Studies in Second Language Acquisition, 40 1, 707–730. DOI logoGoogle Scholar
Papi, M. & Abdollahzadeh, E.
(2012) Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62 (2), 571–594. DOI logoGoogle Scholar
Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C.
(2019) Rethinking L2 motivation research: The 2x2 model of L2 self-guides. Studies in Second Language Acquisition, 41 (2), 337–361. DOI logoGoogle Scholar
Random
(2019) List randomizer. [URL]
Richards, J. C.
(2013) Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44 (1), 5–33. DOI logoGoogle Scholar
Robinson, M. A.
(2018) Using multi-item psychometric scales for research and practice in human resource management. Human Resource Management, 57 1, 739–750. DOI logoGoogle Scholar
Saldaña, J.
(2009) The coding manual for qualitative researchers (1st ed.). Los Angeles, CA: SAGE.Google Scholar
[URL]
n.d.). Education: English as a second language (ESL). [URL]
Shan, H., & Butterwick, S.
(2017) Transformative learning of mentors from an immigrant workplace connections programs. Studies in Continuing Education, 39 (1), 1–15. DOI logoGoogle Scholar
Shum, M. S., Gao, F., Tsung, L., & Ki, W. W.
(2011) South Asian students’ Chinese language learning in Hong Kong: Motivations and strategies. Journal of Multilingual and Multicultural Development, 32 (3), 285–297. DOI logoGoogle Scholar
Sodowsky, G. R., Lai, E. W., & Plake, B. S.
(1991) Moderating effects of sociocultural variables on acculturation variables of Hispanics and Asian Americans. Journal of Counseling & Development, 70 1, 194–204. [URL]
Statistics Canada (StatCan)
(2017) Focus on Geography Series: 2016 Census.Google Scholar
Taguchi, T., Magid, M., & Papi, M.
(2009) The L2 motivational self system among Japanese, Chinese and Iranian Learners of English: A comparative study. In Z. Dörnyei Editor & E. Ushioda Editor (Eds.), Motivation, language identity and the L2 self (pp. 66–97). Multilingual Matters. DOI logoGoogle Scholar
Teimouri, Y.
(2017) L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition, 39 (4), 681–709. DOI logoGoogle Scholar
Thompson, A. S., & Vásquez, C.
(2015) Exploring motivational profiles through language learning narratives. Modern Language Journal, 99 (1), 158–174. DOI logoGoogle Scholar
Tomlinson, B.
(2012) Materials development for language learning and teaching. Language Teaching, 45 (2), 143–179. DOI logoGoogle Scholar
Ushioda, E.
(2001) Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei & R. W. Schmidt (Eds.), Motivation and second language acquisition (pp. 93–125). University of Hawaii Press.Google Scholar
(2009) A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei Editor & E. Ushioda Editor (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Multilingual Matters. DOI logoGoogle Scholar
(2011) Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24 (3), 199–210. DOI logoGoogle Scholar
Van Dijk, D., & Kluger, A. N.
(2011) Task type as moderator of positive/negative feedback effects on motivation and performance: A regulatory focus perspective. Journal of Organizational Behavior, 32 (8), 1084–1105. DOI logoGoogle Scholar
Vandergrift, L.
(2005) Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26 (1), 70–89. DOI logoGoogle Scholar
Vine, B.
(2020) Introducing language in the workplace. Cambridge University Press. DOI logoGoogle Scholar
Weiner, B.
(2010) The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45 (1), 28–36. DOI logoGoogle Scholar
Yates, L., & Major, G.
(2015) “Quick-chatting”, “smart dogs”, and how to “say without saying”: Small talk and pragmatic learning in the community. System, 48 1, 141–152. DOI logoGoogle Scholar