Volume 8, Issue 2 (6-2023)
IJREE 2023, 8(2): 30-46 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Nizigama E, Fazilatfar A M, Jabbari A A. Junior Secondary School Students’ Motivation for Learning Multiple Foreign Languages in Burundi: A Cross-sectional Study. IJREE 2023; 8 (2)
URL: http://ijreeonline.com/article-1-760-en.html
URL: http://ijreeonline.com/article-1-760-en.html
English Department, Yazd University
Abstract: (1658 Views)
This study investigated the motivation of Burundi junior secondary school students learning simultaneously three foreign languages: French, English, and Kiswahili. A 65-item questionnaire was employed to sample the views of 348 (grade 7 through 9) learners from state schools. Using Dörnyei’s (2009) L2 motivational self-system as the main theoretical framework, this study specifically explored temporal changes in L2 motivation of the participants over the three-year period across the three target languages. In doing so, the present study adopted a quantitative research design with a cross-sectional approach and the obtained data were analysed by means of descriptive and inferential statistics namely a one-way analysis of variance (ANOVA) and stepwise multiple regression analyses. Statistical analyses were computed using SPSS - version 22. The results indicated that there were significant differences in most of the measured motivational scales across the three languages with ninth grade students scoring significantly lower than their peers from lower school grades. Moreover, the results revealed that L2 learning experience and ideal L2 self were the two variables that respectively predicted most the students’ intended effort to learn each language. One school grade-related difference was that international posture appeared as a significant factor among seventh grade students in relation to French learning and among ninth grade pupils regarding English learning. Another finding, which was unexpected, was that English (L3) appeared to be the most popular foreign language among these students. In the light of the results, pedagogical implications are discussed based on the socio-educational context of Burundi.
Keywords: L2 motivation, L2 motivational self-system, school grade, simultaneous multiple language learning
References
1. Al-Hoorie, A. H. (2018). The L2 motivational self-system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721-754. doi:10.14746/ssllt.2018.8.4.2 [DOI:10.14746/ssllt.2018.8.4.2]
2. Altalib, A. (2019). L2 Motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia. Australian Journal of Applied Linguistics, 2(1), 1-16. https://dx.doi.org/10.29140/ajal.v2n1.113 [DOI:10.29140/ajal.v2n1.113]
3. Azarnoosh, M., & Birjandi, P. (2012). Junior high school students' L2 motivational self system: Any gender differences. World Applied Sciences Journal, 20(4), 577-584. doi: 10.5829/idosi.wasj.2012.20.04.2732
4. Bigirimana, C. (2018). Enseignement des langues: Représentations et construction identitaire Language teaching: Representations and identity construction]. Synergies Afrique Des Grands Lacs, 7, 15-28. https://www.gerflint.fr/Base/Afrique_GrandsLacs7/bigirimana%20.pdf
5. Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System, 55, 145-157. [DOI:10.1016/j.system.2015.10.006]
6. Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54(1), 106-148. [DOI:10.1111/j.1467-6494.1986.tb00391.x]
7. Busse, V. (2017). Plurilingualism in Europe: Exploring attitudes toward English and other European languages among adolescents in Bulgaria, Germany, the Netherlands, and Spain. Modern Language Journal, 101(3), 566-582. [DOI:10.1111/modl.12415]
8. Calafato, R., & Tang, F. (2019). Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers. System, 84, 133-144. [DOI:10.1016/j.system.2019.06.006]
9. Cenoz, J. (2000). Research on multilingual acquisition. In J. Cenoz & U. Jessner (Eds.), English in Europe: The acquisition of a third language (Vol. 19, pp. 39-53). Clevedon, UK: Multilingual Matters.
10. Crooks, G., & Schmidt, R. W. (1991). Motivation: Re-opening the research agenda. Language Learning, 41(4), 469-512. [DOI:10.1111/j.1467-1770.1991.tb00690.x]
11. Crystal, D. (2003). English as a global language (2nd Ed.). Cambridge: Cambridge University Press. [DOI:10.1017/CBO9780511486999]
12. Csizér, K., & Lukács, G. (2010). The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System, 38(1), 1-13. [DOI:10.1016/j.system.2009.12.001]
13. De Angelis, G. (2007). Third or additional language acquisition (Vol. 24). Clevedon, UK: Multilingual Matters. [DOI:10.21832/9781847690050]
14. Dewaele, J. M. (2005). Sociodemographic, psychological and politicocultural correlates in Flemish students' attitudes towards French and English. Journal of Multilingual and Multicultural Development, 26(2), 118-137. [DOI:10.1080/01434630508668400]
15. Djigunović, M. J., & Nikolov, M. (2019). Motivation of young learners of foreign languages. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 515-533). Cham, Switzerland: Palgrave Macmillan. [DOI:10.1007/978-3-030-28380-3_25]
16. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. University of Nottingham: Routledge.
17. Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press: Oxford.
18. Dörnyei, Z. (2008). New ways of motivating foreign language learners: generating vision. Links 38 (Winter), 3-4.
19. Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language Identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters. [DOI:10.21832/9781847691293-003]
20. Dörnyei, Z. (2019). From integrative motivation to directed motivational currents: The evolution of the understanding of L2 motivation over three decades. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 39-69). Cham, Switzerland: Palgrave Macmillan. [DOI:10.1007/978-3-030-28380-3_3]
21. Dörnyei, Z., & Al-Hoorie, A. H. (2017). The motivational foundation of learning languages other than Global English: Theoretical issues and research directions. Modern Language Journal, 101(3), 455-468. [DOI:10.1111/modl.12408]
22. Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421-462. [DOI:10.1093/applin/23.4.421]
23. Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon, UK: Multilingual Matters. [DOI:10.21832/9781853598876]
24. Dörnyei, Z., MacIntyre, P. D., & Henry, A. (2015). Motivational dynamics in language learning (Vol. 81). Bristol, UK: Multilingual Matters. [DOI:10.21832/9781783092574]
25. Dörnyei, Z., & Otto', I. (1998). Motivation in action: a process model of L2 motivation. In: Working Papers in Applied Linguistics, 4. Thames Valley University, London.
26. Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York/London: Routledge. [DOI:10.4324/9781315779553]
27. Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York/London: Routledge. [DOI:10.4324/9780203864739]
28. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self (Vol. 36). New York/Bristol: Multilingual Matters. [DOI:10.21832/9781847691293]
29. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, UK: Pearson Education.
30. Far, H. R., Rajab, A. B., & Etemadzadeh, A. (2012). Examining the relationship between L2 motivational self system and L2-learning among TESL students. US-China Foreign
31. Language, 10(6), 1266-1270. http://www.davidpublisher.com/Public/uploads/Contribute/55ac4f3ad3d40.pdf
32. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
33. Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology/Revue Canadienne de Psychologie, 13(4), 266-272. https://psycnet.apa.org/record/1962-08212-001 [DOI:10.1037/h0083787]
34. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
35. Henry, A. (2009). Gender differences in compulsory school pupils' L2 self-concepts: A longitudinal study. System, 37(2), 177-193. [DOI:10.1016/j.system.2008.11.003]
36. Henry, A. (2010). Contexts of possibility in simultaneous language learning: Using the L2 motivational self-system to assess the impact of global English. Journal of Multilingual and Multicultural Development, 31(2), 149-162. [DOI:10.1080/01434630903471439]
37. Henry, A. (2011). Examining the impact of L2 English on L3 selves: A case study. International Journal of Multilingualism, 8(3), 235-255. [DOI:10.1080/14790718.2011.554983]
38. Henry, A. (2017). L2 motivation and multilingual identities. Modern Language Journal, 101(3), 548-565. [DOI:10.1111/modl.12412]
39. Henry, A., & Apelgren, B. M. (2008). Young learners and multilingualism: A study of learner attitudes before and after the introduction of a second foreign language to the curriculum. System, 36(4), 607-623. [DOI:10.1016/j.system.2008.03.004]
40. Henry, A., & Thorsen, C. (2017). The ideal multilingual self: Validity, influences on motivation, and role in a multilingual education. International Journal of Multilingualism, 15(4), 349-364. [DOI:10.1080/14790718.2017.1411916]
41. Herdina, P., & Jessner, U. (2000). Multilingualism as an ecological system. The case for language maintenance. ECOnstructing Language, Nature and Society: The Ecolinguistic Project Revisited, 131-144.
42. Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319. doi: [DOI:10.1037/0033-295X.94.3.319]
43. 1037/0033-295x.94.3.319 [DOI:10.1037/0033-295X.94.3.319]
44. Huang, W., & Feng, D. (2019). Exploring the dynamics of motivation for learning Japanese among Chinese learners: An elicited metaphor analysis. Journal of Multilingual and Multicultural Development, 40(7), 605-617. [DOI:10.1080/01434632.2019.1571071]
45. Huang, H. T., Hsu, C. C., & Chen, S. W. (2015). Identification with social role obligations, possible selves, and L2 [DOI:10.1016/j.system.2015.03.003]
46. motivation in foreign language learning. System, 51, 28-38. [DOI:10.1016/j.system.2015.03.003]
47. Irakoze, S. J. (2015). The impact of English on Kirundi and French in Burundi: Use and attitudes among Burundian students (Unpublished MA Thesis). University of Tlemcen, Tlemcen, Algeria.
48. Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327-355. [DOI:10.1111/j.1467-9922.2008.00443.x]
49. Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32(1), 3-19. [DOI:10.1016/j.system.2003.04.002]
50. Lamb, M. (2007). The impact of school on EFL learning motivation: An Indonesian case-study. TESOL Quarterly, 41(4), 757-780. [DOI:10.1002/j.1545-7249.2007.tb00102.x]
51. Lamb, M. (2012). A self system perspective on young adolescents' motivation to learn English in urban and rural settings. Language Learning, 62(4), 997-1023. [DOI:10.1111/j.1467-9922.2012.00719.x]
52. Lasagabaster, D. (2015). The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism, 13(3), 315-332. [DOI:10.1080/14790718.2015.1105806]
53. Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954. doi:10.1037/0003-066X.41.9.954 [DOI:10.1037/0003-066X.41.9.954]
54. Mazunya, M., & Habonimana, A. (2010). Les langues de scolarisation dans l'enseignement fondamental en Afrique subsaharienne francophone: Le cas du Burundi [Languages of schooling in basic education in French-speaking sub-Saharan Africa: The case of Burundi]. Bujumbura: Agence Universitaire de La Francophonie.
55. Nakamura, T. (2015). Motivations for learning Japanese and additional languages: A study of L2 self-image across multiple languages. New Voices in Japanese Studies, 7, 39-58. [DOI:10.21159/nvjs.07.03]
56. Pallant, J. (2011). SPSS SURVIVAL MANUAL-A step by step guide to data analysis using SPSS, (4th ed.). Australia: Allen & Unwin.
57. Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479. [DOI:10.1016/j.system.2010.06.011]
58. Papi, M., & Teimouri, Y. (2012). Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran. International Journal of Applied Linguistics, 22(3), 287-309. [DOI:10.1111/j.1473-4192.2012.00312.x]
59. Rasool, G., & Winke, P. (2019). Undergraduate students' motivation to learn and attitudes towards English in multilingual Pakistan: A look at shifts in English as a world language. System, 82, 50-62. [DOI:10.1016/j.system.2019.02.015]
60. Siridetkoon, P., & Dewaele, J. M. (2017). Ideal self and ought-to self of simultaneous learners of multiple foreign languages. International Journal of Multilingualism, 15(4), 313-328. [DOI:10.1080/14790718.2017.1293063]
61. Steiner, C. (2021). The dynamics of young learners' L2 motivation: A longitudinal perspective. In R. Berthele & I. Udry (Eds.), Individual differences in early instructed language learning: The role of language aptitude, cognition and motivation (Eurosla Studies 5) (pp. 163-177). Berlin: Language Science Press.
62. Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self -system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language Identity and the L2 self (pp. 66-97). Bristol, UK: Multilingual Matters. [DOI:10.21832/9781847691293-005]
63. Taylor, C. (2022). Using indigenous folktales as EFL materials to increase the foreign language enjoyment and learning motivation of indigenous Taiwanese students. IJREE, 7(2), 50-64. http://ijreeonline.com/article-1-661-en.html [DOI:10.52547/ijree.7.2.50]
64. Thompson, A. S. (2019). Motivation for formal learning of multiple languages. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 641-660). Cham, Switzerland: Palgrave Macmillan. [DOI:10.1007/978-3-030-28380-3_31]
65. Ushioda, E. (1996). Developing a dynamic concept of L2 motivation. In Hickey, T. and Williams, J. (Eds.), Language, education and society in a changing world (pp. 239-245). Dublin/Clevedon: Multilingual Matters.
66. Wang, T., & Liu, Y. (2017). Dynamic L3 selves: a longitudinal study of five university L3 learners' motivational trajectories in China. The Language Learning Journal, 48(2), 201-2012. doi: 10.1080/09571736.2017.1375549 [DOI:10.1080/09571736.2017.1375549]
67. Williams, M., & Burden, R. L. (1997) Psychology for language teachers. Cambridge: Cambridge University Press.
68. Williams, M., Burden, R., & Lanvers, U. (2002). French is the language of love and stuff': Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28(4), 503-528. [DOI:10.1080/0141192022000005805]
69. Yashima, T. (2000). Orientations and motivation in foreign language learning: A study of Japanese college students. JACET Bulletin, 31(1), 121-133. https://cir.nii.ac.jp/crid/1050282677891831680
70. Zaragoza, E. D. C. (2011). Identity, motivation and plurilingualism in self-access centers. In G. Murray, X. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 91-106). Bristol, UK: Multilingual Matters. [DOI:10.21832/9781847693747-008]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
