This study conceptualises Chinese language-major undergraduates' motivation to learn a third language (L3) from a self perspective. Two overarching aims were adopted to guide the research: how learners' L3 motivation was formulated and reformulated over the course of one year of learning an L3 and whether classroom intervention could help learners to construct their L3 motivation. This research adopted a longitudinal case study design and was situated in a state university in China. Students who had chosen to learn an L3 as their major and English majors who were required to learn an L3 participated in the research. To achieve the two principal research aims, the data collection process was divided into two phases. The goal of the first phase was to explore the development of my participants' L3 motivation without any intervention. Qualitative research methods were employed during this phase and data were gathered from open questionnaires, interviews, class observation and written journals. In the second phase, an intervention was carried out to explore how to construct my participants' ideal L3 selves. A quasi-experimental design was employed and mixed methods were adopted. Analysis was primarily guided by the L2 Motivational Self System and was carried out at both at class level and individual level. At a class level, findings suggest that both L3 majors' and English majors' L3 motivation was mainly constituted on the basis of their ideal L3 selves, ought-to L3 selves and L3 learning experiences, which were constantly constructed and reconstructed over the course of learning. Notably, learners' motivational trajectories did not display a homogenous pattern at the group level. In total, six different motivational patterns were identified, three from English majors and three from L3 majors. It was also interesting to identify that a few learners developed a type of multilingually oriented motivation during their L3 learning. Data collected at the second phase of fieldwork revealed that the intervention was effective in helping English majors to construct their ideal L3 selves but less useful in the case of L3 majors. At the individual level, six cases were analysed in depth to investigate how the trajectories identified at the group level developed temporally and contextually. The analysis shows that the construction of these learners' L3 motivation involved a complex interplay between their future L3 selves and current L3 learning experience. It was through this process that learners explored the relationship between the L3 and their self-identification, and attempted to develop their personal meaning of learning an L3. On the basis of the empirical evidence, this thesis argues that the construction of learners' L3 motivation hinges on exploration of the position of the L3 in their self-identification, and that class intervention might help learners to realise the importance of learning an L3 by helping them to develop their ideal L3 selves, at least in the case of non-L3-major students. Moreover, this study suggests that it is crucial for L3 learners in China to recognise the value of being multilingual, which plays an essential role in constructing their L3 selves and sustaining their L3 motivation.

This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore what types of English learning motivation Chinese students have in different contexts, as well as to compare the shift in Chinese students' motivation when they move from an EFL (China) to an ESL (USA) context. A recent study conducted by You & Dörnyei (2016), provided a solid empirical description of the main features of language learning motivation in China. The detailed information presented in You & Dörnyei's study serves as a baseline to further explore the differences in English learner motivation in different settings. The findings of this study can be used as a reference to align English language learners' motivational self-system with their own pattern of development.

This research paper aims to investigate if the incorporation of students’ extramural English (EE) activities, such as watching movies or playing computer games, into the English classroom affect their motivation. This research was inspired by The School Inspectorate’s (Skolinspektionen, 2011) conclusion that too many Swedish students find English lessons un-motivating as well as boring. Partly to blame for this problem is the lack of perceived authenticity in the English classroom when compared to the activities that the students are engaged in outside of school (EE). Since this gap between school English and out-of-school English is creating un-motivated students in the classroom, this paper aims to describe learner motivation towards the English language, and whether incorporating students EE activities can increase their motivation. This is done with the support of different theories of motivation as well as the current globalized landscape, with English being considered a global language. One teacher and 25 of her students were interviewed to hear their thoughts on whether the incorporation of extramural English activities into the classroom would increase motivation. The study came to the conclusion that students wanted to learn English in order to become participants in the globalized world. Also, both teacher and students wanted to incorporate extramural English activities into the classroom and stated that this would increase their motivation in school. However, they also explained that it had to be incorporated, or ‘schoolified’, in a way that increased the students’ knowledge and proficiency, and was in line with the curriculum and its knowledge requirements.

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.

English as a foreign language (EFL) is considered one of the most important subjects within the Swedish school system, and a passing grade is crucial for students’ graduation from secondary school. However, many schools have found that this English requirement proves a challenge for some newly arrived teenagers. This thesis aims to look at how the motivation to study EFL compares between newly arrived students, with little or no knowledge of English at arrival in Sweden, and Swedish‐speaking students who began the study of English in primary school. Qualitative interviews with newly arrived, and Swedish-born students in upper secondary school show that though there are similarities when it comes to motivating factors between the two groups, several differences can be identified. The newly arrived students connect more negative emotions to the obligation to learn English than their Swedish-born peers, as well as show less connection to English as an important part of Swedish society. The findings indicate a need for 1) policy change, 2) a review of teachers’ motivational strategies when working with newly arrived students struggling with learning EFL, and 3) further research within the field of motivation connected to EFL for newly arrived students, within a Swedish context.

In Swedish schools the education should stimulate students’ creativity, curiosity and self-confidence, as well as provide security and generate the will and desire to learn. Therefore, the aim of this case study is to investigate the area of motivation and how motivation is affected by the usage of Content and Language Integrated Learning (CLIL). Initially, the theoretical foundation for the research, including scaffolding and important theories of second language learner motivation, are outlined and defined. The Process Motivational Model (PMM), is used as a framework to investigate key aspects of motivation in language learning by using two different pedagogical approaches. Our findings show a rise in key aspects of motivation when using CLIL. The learning environment changes positively, and the learner engagement increases when the content of the lesson is fun and authentic. The major conclusions from the results of the case study are that (i) the students were more intrinsically motivated during CLIL-lessons and the L2 learners efforts improved, (ii) the combination of the curricular subject matter Geography and English increased the interest to learn, (iii) the motivation of the students that were passive or interruptive during the non-CLIL lessons increased significantly during the CLIL-lessons (iiii) and the feelings of competence and self-worth increased after the CLIL-lessons. This study is a qualitative case study based on observations, focus groups and a teacher interview in an elementary school in Sweden.

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 paper is the first to examine the motivational disposition of Nepalese learners of L2 English. Based on an adapted version of the questionnaire in (Kormos, Judit & Kata Csizér. 2008. Age-related differences in motivation of learning English as a foreign language: Attitudes, selves, and motivated behavior. Language Learning 58. 327–355. Doi:10.1111/j.1467-9922.2008.00443.x.), we test the robustness and culture-specific applicability of well-known motivational antecedents to this learner population, and we investigate how the effects of these antecedents are mediated by the learners’ gender, age and regional aspects of the educational setting. In doing so, we offer novel ways of analyzing the data: Firstly, we employ random forests and conditional inference trees for assessing the relative importance of motivational antecedents. Secondly, we complement the traditional ‘scale-based approach’, which focuses on holistic constructs like the ‘Ideal L2 Self’, with an ‘item- based approach’ that highlights more specific components of such scales. The results are interpreted with reference to the L2 Motivational Self System (Dörnyei, Zoltán. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum) and to previous studies on other Asian populations of L2 learners.

This study empirically investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language (CFL). A newly-proposed L2 motivation theory - the L2 motivational self system (Dörnyei 2005; 2009) - was used as the theoretical framework for this study. The three aspects of motivation (ideal L2 self, ought-to L2 self, and L2 learning experience), as described in this theory, were measured before and after the online project. Specific motivating and demotivating features of the online project were generated from participants' responses. Four individuals with different heritage and technology backgrounds were selected as cases to provide information about their perception of this online project and the possible impact of this project on their motivation. A concurrent transformative mixed method design was employed to collect both quantitative and qualitative data. A pre- and post-test survey and semi-structured interviews served as the main instruments for data collection. Paired t-tests were conducted to identify differences in the participants' pre- and post- scores for the three aspects of motivation. Constant comparative method and double coding method were used to generate the major themes about the motivating and demotivating features of the online project. A narrative analysis approach was taken to explore how individuals with different backgrounds perceived their experience in this online project and the possible impact of the project on their motivation. The results indicated that there was a significant difference in L2 learning experience before and after the online project, while there was no significant difference in the other two aspects of motivation (ideal L2 self and ought-to L2 self). This finding provided empirical evidence about the different natures of the three motivational aspects. That is, ideal L2 self and ought-to L2 self were built up over a long period of time and thus relatively stable, while L2 learning experience was more dynamic and fluid and had a tendency to change even within a relatively short period of time. Regarding the motivating and demotivating features, the results suggested that the most motivating features of this online project were the access to alternative learning resources and tools and opportunities to connect to a larger community of Chinese learners, while the demotivating features were mostly related to the technology barrier and the time and effort it took to complete this project. Furthermore, findings from the interviews with the selected individuals implied that regardless of their different heritage and technology backgrounds, most of them had a positive experience of this online project. However, the impact of this project on their motivation was limited.

Adult second language acquisition takes time over an extended period of time during which the L2 motivation of learners goes through periods of ups and downs. Dörnyei, MacIntyre and Henry (2015) recognized the inherently dynamic nature of L2 motivation and called for adopting the Complex Dynamic System Theory (CDST) when studying this phenomenon. While using a CDST perspective, this mixed method study drew on Dörnyei’s (2009b) model of the Motivational Self System to examine the L2 motivation of 86 Saudi study-abroad students. Also, the construct of the Anti-ought to Self (Thompson, 2015) and aspects of the Appraisal Theory (Schumann, 2001) were adopted to guide this examination. The results of the study showed that the L2 motivation of the participants fell into four main motivational patterns. Also, some of the participants shifted into new attractor states over the course of their academic semester. Another important finding was that the Anti-ought to Self appeared as an important construct. The results of the standard multiple regressions showed that the amount of the variance in the Intended Learning Effort that was accounted for by the Anti-ought to Self alone exceeded the amount of the variance accounted for by the other explanatory variables put together. Also, the analysis of the quantitative and qualitative data showed that the use of the Appraisal Theory improved the construct validity of the Learning Experiences. The implications of these findings and future directions of the L2 motivational research were also discussed in the study.