l2-motivation
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- PaperTESOL Quarterly15 Jul 2026
Effects of Motivational Interventions on EFL Learners' Learning Effort and Achievement: An L2 Motivational Self System Perspective
Xuejun Ye, Guangwei Hu
Three motivational interventions (traditional strategies, vision-based, and combined) based on L2 motivational self system theory were tested on 391 Chinese junior secondary EFL learners. All interventions improved learning effort and achievement immediately, but only the vision-based and combined approaches sustained achievement gains after four months, while all three maintained effort.
Original abstract
Grounded in the L2 motivational self system theory, this quasi‐experimental study investigated the impact of three motivational interventions on two outcome measures: L2 learning effort and L2 achievement. A total of 391 Chinese junior secondary students were assigned to four conditions: a control group receiving no motivational instruction, and three experimental groups exposed to either traditional motivational strategies (MSs), vision‐based MSs, or a combined approach integrating both types of strategy. The effects of the interventions were assessed through questionnaires and tests administered at three time points to monitor changes in both outcome variables. The respective and relative effects of the interventions were determined by two‐way mixed design ANOVAs and post‐hoc pairwise comparisons. Results indicated that all three motivational treatments produced significantly positive effects on both outcome variables immediately following the interventions. All three motivational treatments sustained their positive effects on L2 learning effort, but only the vision‐based and combined treatments maintained their impact on L2 achievement. Moreover, all motivational treatments had comparable effects on L2 learning effort both during and 4 months after the interventions. Although all interventions were similarly effective on L2 achievement during the treatment period, the vision‐based and combined interventions outperformed the traditional MS intervention in terms of sustained effects.
- PaperApplied Linguistics20 May 2026
Rethinking language learning motivation through a dialogic lens
Toshiyuki Nakamura
The study critiques conventional L2 motivation concepts (integrativeness, ideal L2 self) as insufficient and grounded in Saussurean linguistics. Using Bakhtin's dialogism, it re-frames language learning as a dialogic process of appropriating others' words, and analyzes two Japanese learners' motivations, revealing that their engagement in actual and imagined dialogues deepened over time. The findings suggest that integrativeness and ideal L2 self share a common identification process and can coexist within dialogic social communication.
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.