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The theoretical paradigms of second language (L2) learning motivation developed over the past 25 years have been largely based on the study of English as a target language, which raises the question as to whether they are equally applicable to the understanding of the motivation to learn languages other than English (LOTEs). It is suggested in this article that current conceptualizations of L2 motivation display certain subtle characteristics that may not do full justice to the understanding of the motivation underlying LOTEs, either by downplaying certain important features or by providing an insufficiently nuanced representation of areas where the motivation to learn English and LOTEs diverges. The discussion addresses five such aspects: (a) the confounding interaction of English- and LOTE-related self-images, (b) the individualistic focus of the ideal L2 self, (c) the different nature/role of the ought-to self associated with languages with substantial versus marginal social support, (d) the different nature of goals in the learning of English and LOTEs, and (e) the differing role of unconscious motives in the study of English and LOTEs. (Verlag).

This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.

This study aimed to examine the effect of incorporating the generative pre-trained AI chatbot, ChatGPT, into an instructor-led writing class on the motivation of Japanese university students. This study examines changes in students’ Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience using Dörnyei’s L2 Motivational Self System (L2MSS) framework. These changes were analyzed before and after students engaged with ChatGPT. A mixed-methods approach, including questionnaires and open-ended questions, was employed. Eighty students were divided into two groups: control and treatment. The treatment group participated in writing workshops, collaborated, and received feedback from ChatGPT. Students who utilized ChatGPT reported higher levels in all three motivational factors, although only Ideal L2 Self and L2 Learning Experience showed statistical significance. These findings highlight the potential of AI chatbots such as ChatGPT in enhancing motivation and writing skills. This research aims to inform instructional practices and pave the way for future advancements in AI-assisted language learning. By exploring the nuanced effects of AI tools on language learning motivation, this study contributes to the understanding of effective AI integration in language classrooms and offers valuable insights for educators and researchers.

This article explores adolescent students' attitudes toward learning English and other European languages studied at secondary school. The study is based on 2255 qualitative responses to a survey conducted in Bulgaria, Germany, the Netherlands, and Spain. The data reveal that, although differences between countries shape the experience of foreign language learning in different ways, students in all four countries are highly aware of the global status of English. This can be a positive stimulus for students' attitudes toward English but it can also negatively affect their attitudes toward learning other languages, as these can be perceived as less valuable. While perceived societal importance can differ from personal relevance and while identity issues, ability beliefs, contextual factors on the school and classroom level, as well as social-relational contexts (especially the relationship to the teacher) also play a role in shaping students' attitudes, the data demonstrate that macro-contextual factors exert considerable influence. They also suggest that more attention must be paid to stimulating positive attitudes toward language diversity and to fostering plurilingual aspirations in young Europeans. (Verlag).

Considering the recent, burgeoning interest in positive psychology individual difference factors and the prominent role of ideal L2 self in learning foreign languages, this study is an attempt to investigate the mechanism through which Foreign Language Enjoyment (FLE) and L2 grit could have a mediating role in the association between ideal L2 self and Foreign Language Achievement (FLA). A total of 452 English language learners, selected by convenience sampling from different branches of a language institute, responded to the survey items. The results of data analysis using structural equation modelling (SEM) demonstrated that learners’ ideal L2 self, i.e., their image of themselves as competent and proficient EFL users in future, was directly and positively associated with their FLA. Additionally, ideal L2 self was linked to FLA through both L2 grit and FLE. Implications regarding teachers’ roles in promoting FLE, ideal L2 self, and L2 grit are discussed.

Despite awareness of the important role of motivation in second/foreign language (L2) learning, a thorough investigation into the motivational influence on the L2 writing processes and products has been neglected. In an attempt to fill this research gap, the present study explored the effects of different types of L2 self-related motivation (ideal and ought-to L2 selves) drawn from the theory of the L2 motivational self system (Dörnyei, 2005) on writing strategy use and writing quality. Sixty-eight Korean undergraduates with a low level of overall English proficiency responded to questionnaires designed to measure their ideal and ought-to L2 selves and writing strategy use. They also completed a descriptive composition task aimed at assessing their writing quality. Regression analyses revealed that the ideal L2 self had a significant positive effect on both planning strategy use and writing outcomes, whereas the ought-to L2 self was merely correlated with revising strategy use. This study provides some empirical support for the potential of an idealized future L2 self-image to become a major determinant of writing processes and products. The results are discussed with reference to a promotion/prevention focus and a sensitivity of the ideal and ought-to L2 selves to positive/negative learning outcomes.

Motivational development can no longer be considered as the stable phenomenon as it was considered in the past. It is now an element of individual difference which is constantly influenced by contextual factors. This study applied a dynamic system perspective and drew upon Dörnyei’s (2005) L2 Motivational Self-System to examine both male and female Iranian EFL learners’ motivational and behavioral variability over time with different levels of proficiency. To this end, 590 beginner to upper intermediate male and female students completed the Motivational Factors Questionnaire at one-month intervals during the semester. The results indicated that the students’ motivation could possibly be explored under dynamic systems’ principles. The findings demonstrated how students’ motivation changed over time and how it could be predicted in a moderately stable manner. The outcomes also showed that students’ motivational and behavioral developments were mediated by their proficiency levels and gender. Implications and directions for further research were also stated.

This empirical study explores three aspects of engagement (affective, behavioral, and cognitive) in language learning within an English as a Foreign Language context in Japan, examining their relationship with AI utilization. Previous research has demonstrated that motivation positively influences AI usage. This study expands on that by connecting motivation with engagement, where AI usage serves as an intermediary construct. A total of 174 students participated in the study. Throughout the semester, they were required to use Generative AI (GenAI) to receive feedback on their writing. To prevent overreliance or plagiarism, carefully crafted prompts were selected. Students were tasked with collaboratively constructing essays during the semester using GenAI. At the end of the semester, students completed a survey measuring their motivation and engagement. Structural Equation Modeling was employed to reaffirm the previous finding that motivation influences AI usage. The results showed that AI usage impacts all three aspects of engagement. Based on these findings, the study suggests the pedagogical feasibility of implementing GenAI in writing classes with proper teacher guidance. Rather than being a threat, the use of this technological tool complements the role of human teachers and supports learning engagement.

Although ideal L2 self has been considered an importance source of L2 motivation, little empirical research has examined its specific properties and their motivational capacities. This study investigates how five properties of the ideal L2 self—centrality, accessibility, plausibility, vividness, and the existence of plans and strategies—predict two motivational criteria: the ideal L2 self’s self-guiding role and general intended learning effort. It also proposes and tests an elaborateness scale for learners’ descriptions of their ideal L2 selves in order to examine how descriptive elaborateness relates to the properties of the ideal L2 self and to motivation. Forty-four students wrote narratives about their ideal L2 self, and completed a questionnaire on specific aspects of the ideal L2 self and their motivation in general. The analysis finds only centrality to be a significant predictor for intention to learn, and only accessibility and plausibility to be significant predictors for the ideal L2 self’s self-guiding role. The elaborateness of narratives was weakly related to a global ideal L2 self, as well as to the centrality and plausibility of the ideal L2 self. Elaborateness was also related to future intended learning effort, but not to the ideal L2 self’s guiding role.

The emergence of Positive Psychology in second language acquisition has placed greater emphasis on the vital role of engagement in learning English as a foreign language (EFL). Although previous research has established that EFL learners’ engagement is affected by ideal L2 self, boredom, and grit respectively, sporadic studies have attempted to address the simultaneous link between these factors and engagement. To fill the gap, this study aims to examine the association between the ideal L2 self and engagement among EFL learners, with a special focus on the mediating role of grit and boredom in the relationship. A total of 466 EFL learners were enrolled in two public universities in Northern China. Structural equation modeling (SEM) results revealed that grit positively predicted engagement and mediated the relationship between the ideal L2 self and engagement. Moreover, boredom negatively predicted engagement and acted as a mediator between the ideal L2 self and engagement. However, ideal L2 self did not directly predict engagement. These findings contribute to the current knowledge by elucidating the complex relationships between the three factors and engagement, which can provide insights for pedagogical practices and directions for future research.