Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/101865
Title: Investigating motivation in second language learning and acquisition in a study abroad context : a case study of English learners in a private language school
Authors: Azzopardi, Christienne (2022)
Keywords: English language -- Study and teaching -- Malta
English language -- Study and teaching -- Foreign speakers
Second language acquisition
Language schools -- Malta
Motivation in education -- Malta
Issue Date: 2022
Citation: Azzopardi, C. (2022). Investigating motivation in second language learning and acquisition in a study abroad context: a case study of English learners in a private language school (Bachelor's dissertation).
Abstract: Second language learning consists of multiple variables that influence a learner’s success in acquiring a second language. Motivation, acting as one of these variables, ‘provides the primary impetus to initiate L2 learning and later the driving force to sustain the long and often tedious learning process’ (Dörnyei, 2010, p.65). Thus, the following research explores the motives and attitudes influencing adult learners to acquire English as a second language, particularly in a study abroad context. As the concept of motivation is wide-ranging, the study narrows the focus to Gardner and Lambert’s (1972) construct of integrative and instrumental motivation. By adopting a qualitative method, the study collected data to reflect on the primary research question: ‘What factors motivate students to learn and acquire English in a study abroad setting?’ Furthermore, as an alternative to physically learning English abroad, the study examines online learning offered by an academic institution abroad. As the study explores how motivation varies from one learning environment to another, the study addresses the sub-research question: ‘What are the differences, if any, in motivation when learning English in a school abroad vs learning English online hosted by a school abroad?’ The study collected data from fourteen participants; eight were physically studying at the language school, two studied English entirely online, and four studied English through a hybrid approach. The data was first collected by distributing questionnaires to the students and was later followed by individual interviews to gain in-depth information about learners’ motivation in relation to their study abroad experience. Additionally, an interview was conducted with the language school’s Director of Studies to gain further insight into the school’s perception of their students' motivation. The findings concluded that many learners initiated their learning process with an instrumental orientation but began to recognise the integrative orientations while studying abroad. In addition, the learners' attitudes played a significant role in the L2 process affecting their level of motivation. While online learning was effective for some learners, a physical study abroad experience was the preferred learning method. Therefore, the learners’ attitude characterises their motivation for learning an L2 in a specific learning context.
Description: B.A. (Hons)(Melit.)
URI: https://www.um.edu.mt/library/oar/handle/123456789/101865
Appears in Collections:Dissertations - FacArt - 2022
Dissertations - FacArtEng - 2022

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