l2-motivation
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- PaperApplied Linguistics20 May 2026
Rethinking language learning motivation through a dialogic lens
Toshiyuki Nakamura
This study critiques conventional L2 motivation theories (integrativeness and ideal L2 self) for their reliance on Saussurean linguistics and proposes Bakhtin's dialogism as an alternative framework. Analyzing interview data from learners of Japanese, it found that motivation emerges through the appropriation of speech genres within social interactions, suggesting that integrativeness and the ideal L2 self can coexist within a shared dialogic process.
Original abstract
Conventional studies on second language (L2) motivation have often emphasized two key concepts: integrativeness and the ideal L2 self. While each offers valuable insight, they are typically treated as distinct psychological processes, and neither concept alone may sufficiently account for the diverse nature of motivation. This study argues that this limitation stems from the field’s reliance on Saussurean linguistics, which views language learning as the internalization of linguistic knowledge. To address this, Bakhtin’s dialogism is employed, framing language learning as a dialogic process involving the appropriation of others’ words. Using dialogism as a framework, the motivations of two learners of Japanese were examined. Analysis of interview data revealed that the learners’ engagement in actual and imagined Japanese dialogues within various social communications evolved and deepened over time, centering on their appropriation of specific speech genres historically used in these communications. The findings suggest that integrativeness and the ideal L2 self share a common process of identification with the target language and can coexist within the same dialogic process situated in particular forms of social communication.
- PaperLanguage Learning & Technology1 Jan 2026
Exploring the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate across language learning contexts
Mehdi Solhi, Artem Zadorozhnyy, Ju Seong Lee
This study examined how L2 belongingness and personal L2 enjoyment relate to willingness to communicate (WTC) among 293 Turkish EFL students in both in-person and online classes. Higher academic and social belongingness predicted greater WTC in both settings, and L2 enjoyment moderated this relationship. The findings underscore the need for supportive learning environments and enjoyable activities to boost communication willingness.
Original abstract
While previous studies have highlighted the significant roles of both social and emotional factors in shaping learners' behavioral intention, relatively few have examined how these factors interact across diverse second or foreign language (L2) learning environments. To fill in the existing gap, this study examined the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate (WTC) in both in-person and online classes. Data from 293 first-year Turkish English as a foreign language (EFL) university students were analyzed using hierarchical regression analysis. The results indicated that students with higher academic and social belongingness reported higher WTC in both settings. Additionally, L2 enjoyment moderated this relationship. The findings demonstrate how external factors—teacher and peer support, coupled with an internal emotional state—personal enjoyment—drives EFL learners’ communication willingness in different L2 learning contexts. The findings highlight the importance of creating a supportive and inclusive learning environment where educators foster connections among students and between students and teachers in face-to-face and online language classes. Incorporating enjoyable and engaging L2 activities is also recommended to boost students' communication willingness in different L2 learning contexts.