Motivation always attracts language teachers’ attention as one of the most significant factors for second language learning. In the past decades, motivational studies have experienced transitions and developments, and various studies investigated language learning motivation. (Dörnyei and Ryan, 2015) However, those motivational studies indicate that research outcomes vary depending on languages, contexts, and individuals, and understanding L2 learning motivation requires investigations at the local level.<div>This study examined the motivation of Japanese learners at a large state university in the Midwestern United States by asking them to respond to an online survey with eleven motivational factors that include the L2 Motivational Self System (Dörnyei, 2005, 2009) and the anti-ought-to L2 self (Thompson & Vásquez, 2015). <div>The main findings are as follows. First, attitude towards leaning Japanese, classroom support, the ideal L2 self, and the anti-ought-to L2 self had significant relationships with students’ intended effort. Second, rather than how long/in which course students study, why/for what they are learning Japanese makes the most significant differences in their motivation. Third, the ought-to L2 self might not be the best motivational factor for learning Japanese since characteristics of Japanese are different from those of English, which is widely used around the world. Fourth, interest in Japanese anime, manga, and games did not correlate with participants’ ideal L2 self and intended effort although interest in the other cultural items showed moderate correlations with those factors. Fifth, the longer/higher-level their learning experience became, the less interest participants showed in Japanese anime, manga, and pop culture, indicating that their interest in these cultural aspects began to vary and shifted to the other aspects of Japanese culture. </div><div>The main pedagogical implications suggested by the study are that there is a need to help students to set realistic goals and visualize future self-image with the Japanese language so that they can continue learning regardless of the course level or length of study, and teachers should consider at which stages their students are, and on the basis of that, decide how much anime and manga to incorporate into their lessons.</div></div>

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.

Syftet med den här studien var att kvalitativt undersöka L3-motivation hos vuxna invandrare som läser engelska (L3) på komvux i Sverige. Motivation undersöktes i relation till samspelet mellan målgruppens behov och mål, det svenska samhället och engelskans globala status. Den metodologiska utgångspunkten togs först och främst i Dörnyeis L2-motivationssjälvbildssystem (2005) och anpassades till studiens kulturella och sociala ramar. Resultaten indikerar att det är en stor sannolikhet att L3-motivation formas och starkt påverkas av vuxna invandrares invandrarskap och bikulturella identitet som har utvecklats i samband med integration i det svenska samhället. Detta framgår av att det svenska samhället och invandrarskapet ofta uppträder som normgivande när det gäller vuxna invandrares studier i engelska. Deras L3-motivationssjälvbildssystem indikerar dessutom att vuxna invandrares syn på den ideala språkliga självbilden är i kongruens med majoritetssamhällets förväntningar och kunskapsvillkor. Resultaten behöver dock valideras i framtiden genom fler studier och större elevpopulationer. / The purpose of this study is to by a qualitative method investigate L3 motivation in adult immigrants who study English (L3) in Sweden. Motivation was investigated in relation to the interplay between the target group’s needs and goals, the Swedish society, and the global status of English. The methodological framework was based on Dörnyei’s L2 Motivational Self System (2005) and it was adapted to the cultural and social context of the study. The results indicate that there is a probability that immigrant identity (Swe. invandrarskap) and a sort of bicultural identity, which have developed in adult immigrants as side effect in the integrational process in the Swedish society, shape and strongly affect L3-motivation. This is supported by the informants’ interview data in which the Swedish society and the immigrant identity often appear as a normative referent for adult immigrants’ English studies. In addition, their L3 motivational self system indicates that adult immigrants’ perception of the ideal language self is in congruity with the majority society’s expectations on knowledge. However, the results need to be validated through more studies and larger student populations in the future.