Underprivileged Students’ Second Language Motivation: Cases of Three Highly-Motivated Non-English Major Students
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Published:
Dec 15, 2020
Keywords:
L2 Motivation L2 Motivational Self System Possible Selves L2 Learning Experience Underprivileged Students
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Abstract
This article presents the main qualitative findings from a mixed-methods study which applied Zoltán Dörnyei’s L2 Motivational Self System to explore the L2 motivation of 291 non-English major students in a regional university in Thailand. This article focuses on exploring three highlymotivated underprivileged students’ English motivation to gain insights into the extent to which the students’ possible L2-related selves and L2 learning experiences influence their L2 motivation. Also explored were the participants’ significant others’ perspectives on the participants’ English learning in order to gain a more holistic picture of the phenomena under study and to ensure data triangulation. Data were collected using a range of methods including semi-structured interviews and Snake interviews with the three main participants. Unstructured interviews were conducted with the main participants’ significant others. The interview transcripts were analyzed using content analysis. The findings revealed that there was a balance between the hope-for and feared selves, enabling the participants’ possible selves to motivate them in their English learning. The results also showed that the students’ L2 learning experience provided an immediate learning environment which fostered their development and motivated them in their English learning. These findings yielded important insights into how students’ L2-related selves play a crucial role in motivating them in their L2 learning as well as how policy planners, educators, administrators, teachers and parents can help create an environment which promotes L2 learning and motivation in their respective contexts.
Article Details
How to Cite
Nattheeraphong, A. (2020). Underprivileged Students’ Second Language Motivation: Cases of Three Highly-Motivated Non-English Major Students. REFLections, 27(2), 199–217. https://doi.org/10.61508/refl.v27i2.248392
Section
Research articles
References
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asia-thailand-education-2011-en.pdf
Baker, W. (2008). A critical examination of ELT in Thailand: the role of cultural awareness. RELC Journal, 39(1), 131-146.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Boston, MA: Pearson Education Limited.
Brady, I. K. (2019). Exploring the L2 motiv ational self system in Spain: Study design and preliminary findings. Journal of English Studies, 17, 43-53.
Butler, J. K. (2016). The L2 motivational self system in the American university second language classroom (Doctoral dissertation). Vanderbilt University, Nashville, USA. Retrieved from https://etd.library.vanderbilt.edu/
available/etd-11292016-211027/unrestricted/JKButler.pdf
Cabaroğlu, N., & Denicolo, P. M. (2008). Exploring student teacher belief development: An alternative constructivist technique, snake interviews, exemplified and evaluated. Personal Construct Theory & Practice, 5, 28-40.
Chen, S. A. (2012). Motivation and possible selves: An interview study of Taiwanese EFL learners. Language Education in Asia, 3(1), 50-59.
Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods, design and analysis. Essex, England: Pearson.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London, England: RoutledgeFalmer.
Cruz, S., de Leon, K. D., & Abatayo, J. A. (2019). The L2 self of Omani college and university students: An exploration on L2 learning experiences. Modern Journal of Studies in English Language Teaching and Literature, 1, 14-41.
Degang, M. (2010). Motivation toward English language learning of the second year undergraduate Thai students majoring in business English at an English-medium university. (Master’s thesis), Srinakharinwirot University, Bangkok, Thailand. Retrieved from http://thesis.swu.ac.th/swuthesis/Bus_Eng_Int_Com/Manusak_D.pdf
Draper, J. (2012). Reconsidering compulsory English in developing countries in Asia: English in a community of northeast Thailand. TESOL Quarterly, 46(4), 777-811.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, England: Oxford University Press.
Dörnyei, Z. (2009). The L2 motivational self system, In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the 12 self. Clevedon, England: Multilingual Matters.
Dörnyei, Z. (2019). Towards a better understanding of the L2 learning experience, the Cinderella of the L2 motivational self system. Studies in Second Language Learning and Teaching, 9(1), 19-30.
Dörnyei, 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.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, England: Longman.
Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine. 7(3), 93-99.
Flick, U. (2009). An introduction to qualitative research (4th ed.). London, England: Sage.
Hayes, D. (2014). The value of learning English in Thailand and its impact on Thai: Perspectives from university students. Asia Pacific Journal of Education, 36(1), 73-91. Retrieved from http://dx.doi.org/0.1080/
02188791.2014.924390
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319-340.
Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in Experimental Social Psychology, 30, 1-46.
Hoyle, R. H., & Sherrill, M. R. (2006). Future orientation in the self-system: Possible selves, self-regulation, and behavior. Journal of Personality, 74(6), 1673-1696.
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277-1288.
Islam, M. (2013). L2 Motivational Self System and Relational Factors Affecting the L2 Motivation of Pakistani Students in the Public Universities of Central Punjab, Pakistan (Doctoral dissertation). University of Leeds, Leeds, England. Retrieved from http://etheses.whiterose.ac.uk/5054/1/Ph%20D%20Thesis%20Final%20Muhammad%20Islam%20.pdf
Kaur, A., Young, D., & Kirkpatrick, R. (2016). English education policy in Thailand: Why the poor results? In R. Kirkpatrick (Ed.), English education policy in Asia (pp.345-362). Switzerland: Springer.
Kirkpatrick, R. (2012). English education in Thailand: 2012. Asian EFL Journal, 61, 24-40.
Kitjaroonchai, N. (2013). Motivation toward English language learning of students in secondary and high schools in education service area office 4, Saraburi, Thailand. International Journal of Language and Linguistics. 1(22). Retrieved from http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=501&doi=10.11648/j. ijll.20130101.14
Kosmos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile. System, 41, 399-412.
Lai, Y., & Aksornjarung, P. (2018). Thai EFL learners’ attitudes and motivation towards learning English through content-based instruction. MOJES: Malaysian Online Journal of Educational Sciences, 6(1), 43-65. Retrieved from https://mojes.um.edu.my/article/view/12511
Lamb, M. (2011). Future selves, motivation and autonomy in long-term EFL learning trajectories. In G. Murray, T. Lamb & X. Gao (Eds.), Identity, Motivation and Autonomy: Exploring their Links (pp. 177-194). Bristol,
England: Multilingual Matters.
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.
Lathif, M. (2017). Investigating non-English department students’ motivation in EFL writing. International Journal of Indonesian Education and Teaching (IJIET), 1(1), 32-41. Retrieved from https://e-journal.usd.ac.id/
index/php/IJIET/article/view/324
Ma, X., & Wannaruk, A., & Lei, Z. (2019). Exploring the relationship between learning motivation and L2 WTC in an EFL classroom among Thai EFL learners. English Language Teaching. 12(7), 33-45. Retrieved from ccsenet.
org/journal/index.php/elt/article/view/0139695
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969.
Noels. K.A. (2009). The internalization of language learning into the self and social identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 295-313). Bristol, England: Multilingual Matters.
Nongkhai, A. N. (2017). An investigation into English language motivation of Thai university students: understanding students’ motivation over time, and their visions of future L2 selves, through narrative inquiry (Doctoral dissertation). University of Sheffield, Sheffield, England. Retrieved from https://pdfs.semanticscholar.org/6c62/70d3aab2074a3adc7633b79521c86e4618c8.pdf?_ga=2.181219874.487034505.1590075999-1297210148.1574852050
Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91(1), 188-204.
Oyserman, D., & Fryberg, S. (2006). The possible selves of diverse adolescents: Content and function across gender, race and national origin. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research and applications (pp. 17-40). New York, NY: Nova Science Publishers.
Oyserman, D., & Markus, H. R. (1990). Possible selves and delinquency. Journal of Personality and Social Psychology, 59, 112-125.
Prapunta, S. (2017). Who am I? “I am a Swifty!” Some stories from EFL learners. Universal Journal of Educational Research, 5(10), 1827-1834. Retrieved from hrpub.org/download/20170930/UJER21-19510154.pdf
Prasangani, K. S. N. (2018). Impact of global English to form the ideal L2 self and motivation of Asian rural L2 undergraduates. The Online Journal of New Horizons in Education, 8(4), 81-86. Retrieved from https://suslj.sljol.info/articles/abstract/10.4038/suslj.v16i1.7719/
Rattanaphumma, R. (2016). Ideal L2 self and ought-to L2 self: A study in the Thai context. Paper presented at the European Conference on Language Learning 2016. Retrieved from http://25qt511nswfi49iayd31ch80-wpengine.netdna-ssl.com/wp-content/uploads/papers/ecll2016/ECLL2016_30206.pdf
Roshandel, J., & Ghonsooly, B., & Ghanizadeh, A. (2018). L2 motivational self-system and self-efficacy: A quantitative survey-based study. International Journal of Instruction, 11(1), 329-344. Retrieved from https://dx.doi.org/10.12973/iji.2018.11123a
Sanonguthai, S. (2014). Ready or Not? The State of Thai Schools in Response to the ASEAN English Language Policy. Thammasat Review, 16(2), 128-142.
Siridetkoon, P., & Dewaele, J. M. (2017). Ideal self and ought-to self of simultaneous learners of multiple foreign languages. International Journal of Multilingualism, 15(4), 313-328.
Snape, D., & Spencer, L. (2003). The foundations of qualitative research. In J. Rachie & J. Lewis (Eds.), Qualitative research practice. A guide for social science students and researchers (pp. 1-23). London, England: Sage Publications.
Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation. In E. A. Soler & V. C. Espurz (Eds.), Current issues in English language methodology (pp. 77-89). Castelló de la Plana, Spain: Universitat Jaume I.
Ushioda, E. (2014). Motivation, autonomy and metacognition: Exploring their interactions. In D. Lasagabaster, A. Doiz & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 31–50). Amsterdam, Netherlands: John Benjamins.
Ushioda, E. (2015). Context and complex dynamic systems theory. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 47–54). Bristol, England: Multilingual Matters.
Vibulphol, R. (2016). Students’ motivation and learning and teachers’ motivational strategies in English classrooms in Thailand. English Language Teaching, 9(4), 64-75. Retrieved from http://files.eric.ed.gov/fulltext/EJ1092756.pdf
Wongsothorn, A., Hiranburana, K., & Chinnawongs, S. (2002). English language teaching in Thailand today. Asia Pacific Journal of Education, 22(2), 107-116.
Wongthong, K., & Patanasorn, C. (2017, July). Enhancing the motivation of low-motivated Thai EFL learners through self-imaging activities. Paper presented at The European Conference on Language Learning 2018. Retrieved from http://papers.iafor.org/wp-content/uploads/conference-proceedings/ECLL/ECLL2018_proceedings.pdf
You, C., & Chan, L. (2015). The dynamics of L2 imagery in future motivational self-guides. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 397-418). Bristol, England: Multilingual Matters.
You, C., & Dörnyei, Z. (2016). Language learning motivation in China: Results of a Large-Scale Stratified Survey. Applied Linguistics, 37(4), 495-516.
asia-thailand-education-2011-en.pdf
Baker, W. (2008). A critical examination of ELT in Thailand: the role of cultural awareness. RELC Journal, 39(1), 131-146.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Boston, MA: Pearson Education Limited.
Brady, I. K. (2019). Exploring the L2 motiv ational self system in Spain: Study design and preliminary findings. Journal of English Studies, 17, 43-53.
Butler, J. K. (2016). The L2 motivational self system in the American university second language classroom (Doctoral dissertation). Vanderbilt University, Nashville, USA. Retrieved from https://etd.library.vanderbilt.edu/
available/etd-11292016-211027/unrestricted/JKButler.pdf
Cabaroğlu, N., & Denicolo, P. M. (2008). Exploring student teacher belief development: An alternative constructivist technique, snake interviews, exemplified and evaluated. Personal Construct Theory & Practice, 5, 28-40.
Chen, S. A. (2012). Motivation and possible selves: An interview study of Taiwanese EFL learners. Language Education in Asia, 3(1), 50-59.
Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods, design and analysis. Essex, England: Pearson.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London, England: RoutledgeFalmer.
Cruz, S., de Leon, K. D., & Abatayo, J. A. (2019). The L2 self of Omani college and university students: An exploration on L2 learning experiences. Modern Journal of Studies in English Language Teaching and Literature, 1, 14-41.
Degang, M. (2010). Motivation toward English language learning of the second year undergraduate Thai students majoring in business English at an English-medium university. (Master’s thesis), Srinakharinwirot University, Bangkok, Thailand. Retrieved from http://thesis.swu.ac.th/swuthesis/Bus_Eng_Int_Com/Manusak_D.pdf
Draper, J. (2012). Reconsidering compulsory English in developing countries in Asia: English in a community of northeast Thailand. TESOL Quarterly, 46(4), 777-811.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, England: Oxford University Press.
Dörnyei, Z. (2009). The L2 motivational self system, In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the 12 self. Clevedon, England: Multilingual Matters.
Dörnyei, Z. (2019). Towards a better understanding of the L2 learning experience, the Cinderella of the L2 motivational self system. Studies in Second Language Learning and Teaching, 9(1), 19-30.
Dörnyei, 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.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, England: Longman.
Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine. 7(3), 93-99.
Flick, U. (2009). An introduction to qualitative research (4th ed.). London, England: Sage.
Hayes, D. (2014). The value of learning English in Thailand and its impact on Thai: Perspectives from university students. Asia Pacific Journal of Education, 36(1), 73-91. Retrieved from http://dx.doi.org/0.1080/
02188791.2014.924390
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319-340.
Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in Experimental Social Psychology, 30, 1-46.
Hoyle, R. H., & Sherrill, M. R. (2006). Future orientation in the self-system: Possible selves, self-regulation, and behavior. Journal of Personality, 74(6), 1673-1696.
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277-1288.
Islam, M. (2013). L2 Motivational Self System and Relational Factors Affecting the L2 Motivation of Pakistani Students in the Public Universities of Central Punjab, Pakistan (Doctoral dissertation). University of Leeds, Leeds, England. Retrieved from http://etheses.whiterose.ac.uk/5054/1/Ph%20D%20Thesis%20Final%20Muhammad%20Islam%20.pdf
Kaur, A., Young, D., & Kirkpatrick, R. (2016). English education policy in Thailand: Why the poor results? In R. Kirkpatrick (Ed.), English education policy in Asia (pp.345-362). Switzerland: Springer.
Kirkpatrick, R. (2012). English education in Thailand: 2012. Asian EFL Journal, 61, 24-40.
Kitjaroonchai, N. (2013). Motivation toward English language learning of students in secondary and high schools in education service area office 4, Saraburi, Thailand. International Journal of Language and Linguistics. 1(22). Retrieved from http://www.sciencepublishinggroup.com/journal/paperinfo.aspx?journalid=501&doi=10.11648/j. ijll.20130101.14
Kosmos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile. System, 41, 399-412.
Lai, Y., & Aksornjarung, P. (2018). Thai EFL learners’ attitudes and motivation towards learning English through content-based instruction. MOJES: Malaysian Online Journal of Educational Sciences, 6(1), 43-65. Retrieved from https://mojes.um.edu.my/article/view/12511
Lamb, M. (2011). Future selves, motivation and autonomy in long-term EFL learning trajectories. In G. Murray, T. Lamb & X. Gao (Eds.), Identity, Motivation and Autonomy: Exploring their Links (pp. 177-194). Bristol,
England: Multilingual Matters.
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.
Lathif, M. (2017). Investigating non-English department students’ motivation in EFL writing. International Journal of Indonesian Education and Teaching (IJIET), 1(1), 32-41. Retrieved from https://e-journal.usd.ac.id/
index/php/IJIET/article/view/324
Ma, X., & Wannaruk, A., & Lei, Z. (2019). Exploring the relationship between learning motivation and L2 WTC in an EFL classroom among Thai EFL learners. English Language Teaching. 12(7), 33-45. Retrieved from ccsenet.
org/journal/index.php/elt/article/view/0139695
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969.
Noels. K.A. (2009). The internalization of language learning into the self and social identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 295-313). Bristol, England: Multilingual Matters.
Nongkhai, A. N. (2017). An investigation into English language motivation of Thai university students: understanding students’ motivation over time, and their visions of future L2 selves, through narrative inquiry (Doctoral dissertation). University of Sheffield, Sheffield, England. Retrieved from https://pdfs.semanticscholar.org/6c62/70d3aab2074a3adc7633b79521c86e4618c8.pdf?_ga=2.181219874.487034505.1590075999-1297210148.1574852050
Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91(1), 188-204.
Oyserman, D., & Fryberg, S. (2006). The possible selves of diverse adolescents: Content and function across gender, race and national origin. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research and applications (pp. 17-40). New York, NY: Nova Science Publishers.
Oyserman, D., & Markus, H. R. (1990). Possible selves and delinquency. Journal of Personality and Social Psychology, 59, 112-125.
Prapunta, S. (2017). Who am I? “I am a Swifty!” Some stories from EFL learners. Universal Journal of Educational Research, 5(10), 1827-1834. Retrieved from hrpub.org/download/20170930/UJER21-19510154.pdf
Prasangani, K. S. N. (2018). Impact of global English to form the ideal L2 self and motivation of Asian rural L2 undergraduates. The Online Journal of New Horizons in Education, 8(4), 81-86. Retrieved from https://suslj.sljol.info/articles/abstract/10.4038/suslj.v16i1.7719/
Rattanaphumma, R. (2016). Ideal L2 self and ought-to L2 self: A study in the Thai context. Paper presented at the European Conference on Language Learning 2016. Retrieved from http://25qt511nswfi49iayd31ch80-wpengine.netdna-ssl.com/wp-content/uploads/papers/ecll2016/ECLL2016_30206.pdf
Roshandel, J., & Ghonsooly, B., & Ghanizadeh, A. (2018). L2 motivational self-system and self-efficacy: A quantitative survey-based study. International Journal of Instruction, 11(1), 329-344. Retrieved from https://dx.doi.org/10.12973/iji.2018.11123a
Sanonguthai, S. (2014). Ready or Not? The State of Thai Schools in Response to the ASEAN English Language Policy. Thammasat Review, 16(2), 128-142.
Siridetkoon, P., & Dewaele, J. M. (2017). Ideal self and ought-to self of simultaneous learners of multiple foreign languages. International Journal of Multilingualism, 15(4), 313-328.
Snape, D., & Spencer, L. (2003). The foundations of qualitative research. In J. Rachie & J. Lewis (Eds.), Qualitative research practice. A guide for social science students and researchers (pp. 1-23). London, England: Sage Publications.
Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation. In E. A. Soler & V. C. Espurz (Eds.), Current issues in English language methodology (pp. 77-89). Castelló de la Plana, Spain: Universitat Jaume I.
Ushioda, E. (2014). Motivation, autonomy and metacognition: Exploring their interactions. In D. Lasagabaster, A. Doiz & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 31–50). Amsterdam, Netherlands: John Benjamins.
Ushioda, E. (2015). Context and complex dynamic systems theory. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 47–54). Bristol, England: Multilingual Matters.
Vibulphol, R. (2016). Students’ motivation and learning and teachers’ motivational strategies in English classrooms in Thailand. English Language Teaching, 9(4), 64-75. Retrieved from http://files.eric.ed.gov/fulltext/EJ1092756.pdf
Wongsothorn, A., Hiranburana, K., & Chinnawongs, S. (2002). English language teaching in Thailand today. Asia Pacific Journal of Education, 22(2), 107-116.
Wongthong, K., & Patanasorn, C. (2017, July). Enhancing the motivation of low-motivated Thai EFL learners through self-imaging activities. Paper presented at The European Conference on Language Learning 2018. Retrieved from http://papers.iafor.org/wp-content/uploads/conference-proceedings/ECLL/ECLL2018_proceedings.pdf
You, C., & Chan, L. (2015). The dynamics of L2 imagery in future motivational self-guides. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 397-418). Bristol, England: Multilingual Matters.
You, C., & Dörnyei, Z. (2016). Language learning motivation in China: Results of a Large-Scale Stratified Survey. Applied Linguistics, 37(4), 495-516.