Motivational Factors and Intended Efforts in Learning East Asian Languages Among Thai Undergraduate Students

Abstract

The objective of the current study was to investigate undergraduate students’ motivation in learning three East Asian languages (Chinese, Japanese, and Korean), with intended effort used as a measure of motivation, based on Dörnyei’s L2MSS theory (2005) and five other predictors. The study’s participants were 95 undergraduate students, recruited by convenient random sampling on a voluntary basis, eight of whom volunteered to participate in interviews. Descriptive data and Pearson correlations were used to identify language learning motivations and the relationship between predictors and the intended effort, while a qualitative content analysis was used to support quantitative findings. The results revealed that the participants showed high levels of motivation in learning East Asian languages. A strong linear relationship was found between L2 learning experience, with all languages studied, and the ideal L2 self component. Moreover, the factor of intended effort had a positive relationship with instrumentality-promotion (r = .651, p = .000), international posture (r = .275, p = .003), and cultural/community interest (r = .426, p = .000) in Chinese learners, cultural/community interest (r = .433, p = .015) in Japanese learners, and international posture (r = .446, p = .015) in Korean learners. Nonetheless, instrumentality-prevention and intended effort were negatively related in Japanese learners (r = -.420, p = .019). The study recommends a comprehensive study be undertaken to investigate the role of L2 learning experience and its importance in L2 learning.

Investigating Motivations of Learning Languages Other Than English: A Case of Learners of Japanese in Thailand

“…In the study conducted by Praneetham et al (2022), the desire to travel to a country where the target language is spoken was identified as a factor influencing students' motivation; however, it should be noted that it was not the primary reason mentioned by the students. Nevertheless, the findings of the current study align with those of Yang and Chanyoo (2022), which revealed a positive association between Cultural/Community Interest and Japanese learners.…”

“…The findings revealed that English and Korean students reported the Ought-to L2 Self as their primary source of motivation, while French, Chinese, and Japanese students reported the Past L2 Learning Experience. In addition, Yang and Chanyoo (2022) conducted another mixed-methods study to examine the motivation of Thai undergraduate students in learning three East Asian languages: Chinese, Japanese, and Korean. The researchers measured motivation using intended effort, drawing on Dörnyei's (2009) L2MSS theory and five additional predictors.…”

“…The topic of L2 motivation has received considerable attention (Bui & Teng, 2019). In this area of research, Gardner (1985) is considered a pioneer (Yang & Chanyoo, 2022). Gardner (1985) points out, L2 motivation consists of three aspects: 1) the level of motivation, 2) the willingness to learn the language, and 3) the attitude toward the process of learning the language.…”

L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

“…Currently, there is extensive research on the L2 motivation self system (L2MSS) [6][7][8][9][10][11][12] and several studies on international posture [13][14][15], as well as the relationship between the two [16][17][18]. However, there is scarcely any study that examines the relationship between L2MSS, international posture, and L2 proficiency simultaneously.…”

Thai Undergraduates’ Motivation in Learning Different Foreign Languages: A Dörnyei’s L2MSS Perspective

“…As summarized by Mendoza and Phung (2019), only about 27% of studies were dedicated to LOTEs, either independently or in conjunction with English. As a result of this great language bias, many recent scholars have called for more research on the motivation for LOTEs (Chanyoo, 2022;Yang & Chanyoo, 2022).…”