Motivational Factors and Intended Efforts in Learning East Asian Languages Among Thai Undergraduate Students
Issued Date
2022-02-01
Resource Type
ISSN
17992591
eISSN
20530692
Scopus ID
2-s2.0-85124504681
Journal Title
Theory and Practice in Language Studies
Volume
12
Issue
2
Start Page
254
End Page
262
Rights Holder(s)
SCOPUS
Bibliographic Citation
Theory and Practice in Language Studies Vol.12 No.2 (2022) , 254-262
Suggested Citation
Yang L., Chanyoo N. Motivational Factors and Intended Efforts in Learning East Asian Languages Among Thai Undergraduate Students. Theory and Practice in Language Studies Vol.12 No.2 (2022) , 254-262. 262. doi:10.17507/tpls.1202.06 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/83449
Title
Motivational Factors and Intended Efforts in Learning East Asian Languages Among Thai Undergraduate Students
Author(s)
Author's Affiliation
Other Contributor(s)
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.
