Language Learning Motivation in Multilingual Algeria: An Investigation into Possible Selves, Motivational Orientations, and Self-beliefs

Abstract

L2 motivation is widely recognised by instructors and investigators as a catalyst for instigating and sustaining the lengthy, demanding process of second/foreign language learning. This being the case, L2 motivation research has been among the most prolific research areas within the realm of second language acquisition (Dörnyei, 2010). Despite this, recent in-depth reviews of the L2 motivation literature have revealed many underexplored contexts, such as the multilingual Algerian context (Boo, Dörnyei and Ryan, 2015; Yousefi and Mahmoodi, 2022). In addition, there are other significant knowledge gaps including the underrepresentation of high school students, not testing the validity of recent L2 motivation models in second language learning contexts, the lack of studies where English is the third language and those on the language learning motivation of multilingual learners in multilingual communities. In response to these knowledge gaps, this doctoral thesis examined Algerian high school language learners’ (15-18 years old) motivation to learn French and English using recent self-focused L2 motivation theories, namely the L2 motivational self-system, the multilingual motivational self-system, and self-beliefs constructs (self-efficacy, self-concept, and language learning mindsets). It aimed to describe the language learning motivation of Algerian language learners by testing the validity of the possible selves framework in the Algerian context and to investigate the connection between self-beliefs and the L2 motivational self-system. To achieve these aims, a mixed-methods concurrent design, characterised by a simultaneous collection and analysis of quantitative and qualitative data, was adopted. Data collection took place in the metropolitan Algerian city of Constantine. Quantitative data were collected online and in person via a motivational factor questionnaire, which was filled out by 628 respondents. Qualitative data were collected from 14 interviewees using semi-structured interviews. The obtained questionnaires were coded in SPSS software and analysed using the following statistical analyses: factor and reliability analyses, descriptive statistics, t-test, correlation analysis, and multiple regression analysis. The recorded interviewees were transcribed and then analysed using thematic analysis.
The study lent partial support to Dörnyei’s (2005; 2009) L2 motivational self-system model since the L2 learning experience did not emerge as an independent motivational factor in the quantitative data analysis. The results demonstrated that self-concept, ideal self, ought-to self and parental encouragement are the main motivators for the research participants to learn French and English. Interestingly, the ought-to self had a more significant contribution to French motivation than the ideal self. Although integrativeness was not extracted as a separate motivational factor, the qualitative data showed that certain aspects of integrativeness, namely cultural interest and desire to communicate with native speakers, are still relevant to language learning motivation in this context. Nevertheless, the integration with the L2 community and the cultural emulation of native speakers do not seem to be desirable goals for this sample. Instrumental orientation correlated highly with the ideal and ought-to French and English selves, which indicates that the same pragmatic advantages associated with learning a given target language can be perceived as either promotional or preventative, depending on the individual and context. Regarding the ideal multilingual self, while it emerged as an independent motivational construct, it did not contribute to participants' French and English learning motivation. However, the results revealed that many were learning other additional foreign languages to diversify their multilingual repertoire. Importantly, the qualitative findings uncovered four orientations of multilingual language learners: multilingual orientation, instrumental orientation, knowledge orientation, and self-improvement orientation. Furthermore, learners’ self-beliefs about their abilities were found to be connected to the ideal French and English selves’ vision and could hence be conceived as an essential requirement for the vision of the ideal L2 self within the L2 motivational self-system theorising.
Overall, the findings of this thesis are expected to add to the growing body of international L2 motivation research and arise potential theoretical implications about the operationalisation of the L2 motivational self-system constructs and integrativeness. Moreover, they offer pedagogical implications for foreign language teachers, especially those working in Algeria.

Date of Award	4 Dec 2023
Original language	English
Awarding Institution	University of Bath
Supervisor	Janina Iwaniec (Supervisor) & Xiao Lan Curdt-Christiansen (Supervisor)