Much L2 motivation research is cross-sectional, which can limit our understanding of how motivation evolves. To address this and respond to calls for narrative approaches in motivation research, this study used narrative inquiry to examine the dynamic, subjective nature of motivational change. Semi-structured interviews were conducted with fifteen Japanese university students learning English across four institutions of varying rank. Drawing on Dörnyei’s L2 Motivational Self System, the study explored the development, maintenance, and decline of learners’ L2 selves. Findings showed that students with vivid, attainable future self images sustained strong L2 motivation. Classroom experiences were especially influential when students’ ideal roles aligned with actual teacher–student dynamics, while mismatches often led to passivity. Peer influence also supported motivation in collaborative, communicative settings. Finally, many students identified out-of-class and study abroad experiences as motivational highlights, contrasting with regrets over missed opportunities within university life. This research revealed how self-concept, classroom dynamics, social relationships, and experiential opportunities can interact to shape motivation over time. This presentation will share how narrative methods illuminate these evolving processes, highlighting the psychological mechanisms through which learners sustain or lose motivation for engagement in L2 learning.

Authors:
Simon Cooke, Tohoku Institute of Technology, Japan

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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