The present study sets out to explore the impact Swedish upper secondary students' present learning environments have on their motivation to learn English as a second language. More specifically, we aim to investigate student opinions on how their learning situation and their teachers’ approach to leadership and pedagogy affects their motivation in L2 English. The study is performed with the third component of Dörnyei’s (2005) L2 Motivation Self-System, the L2 Learning Experience, as a theoretical point of departure. The L2 Learning Experience emphasizes the motives connected to the immediate learning environment through course-specific, teacher-specific, and group-specific aspects. A quantitative study including four qualitative questions was carried out by a self-report questionnaire to four different Swedish upper secondary schools. The results showed that the students’ learning environment was positive for their motivation across all schools. Moreover, it was found that students seem to consider the teacher’s role to be an important factor in their motivation and learning in L2. A teacher’s mood, spontaneity, and flexibility all seem to be influential aspects of the students’ motivation. This demonstrates the importance of making room for creating meaningful teaching situations and relationships with the students. We conclude that if the motivation was emphasized explicitly in the Swedish curriculum, then teachers would perhaps receive the time and the tools to achieve Skolverket’s goal of stimulating a lifelong desire to learn.

This phenomenographic study examines how imagining a future self as an English speaker and extramural English habits interact and affect the desire to learn English and engagement in the English classroom. The study was carried out in northern Sweden, and used a purposive sample of 23 pupils in the fifth and sixth grade of Swedish compulsory school. Mixed-methods data collection was used which included a questionnaire, an interview, and two linguistic portraits. Findings from this study indicate that in a Swedish compulsory school context young pupils are capable of imagining possible future English selves, and that these imagined future selves are dependent on the pupils’ dreams and aspirations or a view of English as a useful global language. Additionally, while these imagined future English selves are a reason for the pupils to learn English and indirectly affect their desire to learn English, they fail to explain the pupils’ engagement in English class with but a few exceptions.

This study is dedicated to the investigation of the motivational profiles in university students on campus and on distance. Having said that, the present study aims to investigate the following aspects related to these groups of students: a) their motivational profile; and b) if they differ in the motivational profile according to the type of study in which they are inserted (campus ordistance).  A survey has been carried out on campus on university students as well ason distance students, these students were surveyed through a questionnaire based on, in part, on the theory of the motivational self-system in L2 created by the psycholinguist Zoltán Dörnyei in 2009. Due to the limitations of the study and of the members the groups, this study doesn’t intend to generalize, moreover, this study was carried out with the materials and resources available, to date.  This study will try to demonstrate the different aspects of the motivational system in L2 in the two different groups and in their modalities.

This research paper examines Swedish students’ attitudes and motivation towards English education in two upper secondary schools, using Dörnyei’s (2005) L2 motivational self system. Of interest is whether theoretical and vocational students have motivational differences when it comes to learning English as a second language. A quantitative questionnaire was compiled using the instrument variables from previous studies of L2 motivation, and question items, which were “re-theorized” for this particular study. 58 students participated, of which 30 were theoretical students and 28 vocational students. Results were then analyzed across three dimensions of L2 motivation: ideal L2 self, ought to L2 self, and L2 learning experience. Findings revealed that, on average, both groups were motivated to learn English as a second language, but that there is an apparent difference between theoretical and vocational students’ attitudes towards learning an L2: the theoretical students’ data showed that they have stronger influence than vocational students in the ideal l2 self, integrative/integrativeness, instrumentality-promotion, attitudes to l2 community, ought-to l2 self, instrumentality-prevention, family influence, attitudes to learning English, and criterion measures.

The aim of this paper is to investigate in which manner and to what extent the existence of a multilingual self, that is, the ability of an individual to adopt a vision of themselves that encompasses many languages, relates to different aspects, such as the will to improve one’s linguistic ability or motivation to study, within learning and acquisition of second languages. The idea of a multilingual self has its theoretical base within the Second language motivational self system, or the L2MSS for short, which states that motivation is primarily derived from one’s vision of self and one’s previous experiences.  The investigation was carried out using custom made surveys which were distributed among university students of Spanish in Sweden. The investigation received 42 answered surveys in return using which several separate comparisons were carried out with the use of both quantitative and qualitative methods.  The findings of the investigation have shown that the multilingual self has a positive correlation in every single one of the aspects used in the investigation. Therefore, according to the results of this investigation, the identification with the multilingual self has a positive correlation with learning and acquisition of second languages. The biggest factor that leads to a larger possibility of an individual to identify with the multilingual self seems to be said individuals experience of learning the languages that they possess. / El objetivo de este trabajo es investigar de qué manera y en qué medida la existencia de un yo multilingüe, es decir, la capacidad de un individuo para adoptar una visión de sí mismo que abarca muchas lenguas, se relaciona con diferentes aspectos, tales como la voluntad de mejorar su capacidad en sus lenguas o la motivación para estudiar y aprender otras lenguas. La idea de un yo multilingüe tiene su base teórica dentro del sistema del yo motivacional de segundas lenguas, o L2MSS por sus siglas en inglés, que establece que la motivación se deriva principalmente de la visión que uno tiene de sí mismo y de las experiencias previas. La investigación se llevó a cabo a través de encuestas personalizadas que se distribuyeron entre estudiantes universitarios de español en Suecia. La investigación recibió 42 encuestas respondidas, las cuales fueron analizadas mediante el uso de métodos tanto cuantitativos como cualitativos. Los resultados de la investigación han demostrado que el yo multilingüe tiene una correlación en todos y cada uno de los aspectos utilizados en la investigación. Por tanto, según los resultados de esta investigación, la identificación con el yo multilingüe tiene una correlación positiva con el aprendizaje y adquisición de segundas lenguas. El factor más importante que conduce a una mayor posibilidad de que un individuo se identifique con el yo multilingüe parece ser la experiencia de aprendizaje que poseen.