Home An Inquiry Into the Effect of Peers on L2 Motivation Under the L2 Motivational Self System
Article
Licensed
Unlicensed Requires Authentication

An Inquiry Into the Effect of Peers on L2 Motivation Under the L2 Motivational Self System

  • Xiaoyu Zhang

    Xiaoyu Zhang is a PhD student at the Department of Foreign Languages and Literatures at Tsinghua University. Her research interests include second language acquisition and foreign language learning.

Published/Copyright: May 30, 2025
Become an author with De Gruyter Brill

Abstract

Second language (L2) motivation has been a topic which receives intensive attention. However, the peer effect on L2 motivation is insufficiently researched, although it is considered a crucial factor which may significantly mediate learners’ L2 motivation. Hence, the current study adopted Dörnyei’s L2 Motivational Self System (L2MSS) as a theoretical framework and investigated in which specific aspects peers might affect the learners’ L2 motivation and whether such effect was long-lasting. The research was designed as a small-scale qualitative study which was located in a language-focused experimental class project in China. Ten participants were recruited and individual interviews were conducted. The results demonstrated that, first, peers could remarkably influence the L2 motivation possessed by the students in the experimental class since they tended to create a clearer ideal L2 self and a more powerful ought-to L2 self. Second, although they had both positive and negative views towards the curriculum, a motivated peer climate could alleviate the pressure caused by the curriculum and reinforce positive attitudes. Third, such peer effect was not long-lasting. Based on the research results, pedagogical implications were proposed in terms of establishing a positive peer group and adjusting the emphasis of the curriculum.

About the author

Xiaoyu Zhang

Xiaoyu Zhang is a PhD student at the Department of Foreign Languages and Literatures at Tsinghua University. Her research interests include second language acquisition and foreign language learning.

References

Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721-754.10.14746/ssllt.2018.8.4.2Search in Google Scholar

Al-Murtadha, M. (2020). Increasing EFL learner self-confidence with visualization tasks. ELT Journal, 74 (2), 166-174.10.1093/elt/ccaa009Search in Google Scholar

Alrabai, F. (2015). The influence of teachers’ anxiety-reducing strategies on learners’ foreign language anxiety. Innovation in Language Learning and Teaching, 9(2), 163-190.10.1080/17501229.2014.890203Search in Google Scholar

Al-Shehri, A. S. (2009). Motivation and vision: The relation between the ideal L2 self, imagination and visual style. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 164-171). Channel View Publications.10.21832/9781847691293-009Search in Google Scholar

Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System, 55, 147-157.10.1016/j.system.2015.10.006Search in Google Scholar

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101.10.1191/1478088706qp063oaSearch in Google Scholar

Chang, L. (2010). Group processes and EFL learners’ motivation: A study of group dynamics in EFL classrooms. TESOL Quarterly, 44(1), 129-154.10.5054/tq.2010.213780Search in Google Scholar

Cho, M. (2020). An investigation into learners’ ideal L2 self and its motivational capacity. Reading and Writing, 33(8), 2029-2048.10.1007/s11145-020-10031-7Search in Google Scholar

Crookes, G., & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.10.1111/j.1467-1770.1991.tb00690.xSearch in Google Scholar

Csizér, K. (2019). The L2 motivational self system. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 71-93). Palgrave Macmillan.10.1007/978-3-030-28380-3_4Search in Google Scholar

Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behavior: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 98-119). Channel View Publications.10.21832/9781847691293-006Search in Google Scholar

Cucinotta, G. (2018). Teachers’ perception of motivational strategies in the language classroom. Educazione Linguistica Language Education, 7(3), 447-472.10.30687/ELLE/2280-6792/2018/03/006Search in Google Scholar

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Taylor & Francis Group.Search in Google Scholar

Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Channel View Publications.10.21832/9781847691293-003Search in Google Scholar

Dörnyei, Z. (2019a). 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). Palgrave Macmillan.10.1007/978-3-030-28380-3_3Search in Google Scholar

Dörnyei, Z. (2019b). Towards a better understanding of the L2 learning experience, the Cinderella of the L2 motivational self system. Studies in Second Language Learning and Teaching, 9(1), 19-30.10.14746/ssllt.2019.9.1.2Search in Google Scholar

Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437-462.10.1111/lang.12005Search in Google Scholar

Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalization: A Hungarian perspective. Channel View Publications.10.21832/9781853598876Search in Google Scholar

Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. In X. Gao (Ed.), Second handbook of English language teaching (pp. 719-736). Springer.10.1007/978-3-030-02899-2_36Search in Google Scholar

Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge University Press.10.1017/CBO9780511667138Search in Google Scholar

Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.10.4324/9781315779553Search in Google Scholar

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.Search in Google Scholar

Fellner, T., Apple, M., & Da Silva, D. (2016). Language learning motivation in Asia: Selves within systems. In M. Apple, D. Da Silva, & T. Fellner (Eds.), L2 selves and motivations in Asian contexts (pp. 1-10). Multilingual Matters.10.2307/jj.26931966.4Search in Google Scholar

Fryer, M., & Roger, P. (2018). Transformations in the L2 self: Changing motivation in a study abroad context. System, 78, 159-172.10.1016/j.system.2018.08.005Search in Google Scholar

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.Search in Google Scholar

Gardner, R. C., & MacIntyre, P. D. (1993). A student’s contributions to second-language learning. Part II: Affective variables. Language Teaching, 26(1), 1-11.10.1017/S0261444800000045Search in Google Scholar

Gray, D. (2018). Doing research in the real world (4th ed.). SAGE.Search in Google Scholar

Huhtala, A., Kursisa, A., & Vesalainen, M. (2019). “This language still motivates me!” Advanced language students and their L2 motivation. Studies in Second Language Learning and Teaching, 9(2), 287-311.10.14746/ssllt.2019.9.2.3Search in Google Scholar

Kozaki, Y., & Ross, S. J. (2011). Contextual dynamics in foreign language learning motivation: Contextual dynamics in FL learning motivation. Language Learning, 61(4), 1328-1354.10.1111/j.1467-9922.2011.00638.xSearch in Google Scholar

Lamb, M., Csizér, K., Henry, A., & Ryan, S. (2019). Introduction. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 1-17). Palgrave Macmillan.10.1007/978-3-030-28380-3_1Search in Google Scholar

Lin, C., & Warschauer, M. (2011). Integrative versus instrumental orientation among online language learners. Linguagens e Diálogos, 2(1), 58-86.Search in Google Scholar

Lochmiller, C. (2021). Conducting thematic analysis with qualitative data. The Qualitative Report, 26(6), 2029-2044.10.46743/2160-3715/2021.5008Search in Google Scholar

Magid, M., & Chan, L. (2012). Motivating English learners by helping them visualize their ideal L2 self: Lessons from two motivational program. Innovations in Language Learning and Teaching, 6(2), 113-125.10.1080/17501229.2011.614693Search in Google Scholar

Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(S1), 167-210.10.1111/1467-9922.00227Search in Google Scholar

Meng, Y. (2021). Fostering EFL/ESL students’ state motivation: The role of teacher-student rapport. Frontiers in Psychology, 12: 754797.10.3389/fpsyg.2021.754797Search in Google Scholar

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass.Search in Google Scholar

Murphey, T., Falout, J., Fukuda, T., & Fukada, Y. (2014). Socio-dynamic motivating through idealizing classmates. System, 45(1), 242-253.10.1016/j.system.2014.06.004Search in Google Scholar

Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.10.2307/3587803Search in Google Scholar

Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes. Journal of Personality and Social Psychology, 91(1), 188-204.10.1037/0022-3514.91.1.188Search in Google Scholar

Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.10.1016/j.system.2010.06.011Search in Google Scholar

Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62(2), 571-594.10.1111/j.1467-9922.2011.00632.xSearch in Google Scholar

Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Chen, J. (2019). Rethinking L2 motivation research: The 2×2 model of L2 self-guides. Studies in Second Language Acquisition, 41(2), 337-361.10.1017/S0272263118000153Search in Google Scholar

Piniel, K., & Csizér, K. (2013). L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context. Studies in Second Language Learning and Teaching, 3(4), 523-550.10.14746/ssllt.2013.3.4.5Search in Google Scholar

Poupore, G. (2016). Measuring group work dynamics and its relation with L2 learners’ task motivation and language production. Language Teaching Research, 20(6), 719-740.10.1177/1362168815606162Search in Google Scholar

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.10.1006/ceps.1999.1020Search in Google Scholar

Ryan, S. (2019). Motivation and individual differences. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 163-182). Palgrave Macmillan.10.1007/978-3-030-28380-3_8Search in Google Scholar

Safdari, S. (2021). Operationalizing L2 motivational self system: Improving EFL learners’ motivation through a vision enhancement program. Language Teaching Research, 25(2), 282-305.10.1177/1362168819846597Search in Google Scholar

Saldaña, J. (2011). Fundamentals of qualitative research. Oxford University Press.Search in Google Scholar

Sasaki, M., Kozaki, Y., & Ross, S. J. (2017). The impact of normative environments on learner motivation and L2 reading ability growth. The Modern Language Journal, 101(1), 163-178.10.1111/modl.12381Search in Google Scholar

Scarino, A. (2014). Situating the challenges in current languages education policy in Australia: Unlearning monolingualism. International Journal of Multilingualism, 11(3), 289-306.10.1080/14790718.2014.921176Search in Google Scholar

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63-75.10.3233/EFI-2004-22201Search in Google Scholar

Song, L., Luo, R., & Zhan, Q. (2022). Toward the role of teacher caring and teacher-student rapport in predicting English as a foreign language learners’ willingness to communicate in second language. Frontiers in Psychology, 13: 874522.10.3389/fpsyg.2022.874522Search in Google Scholar

Spolsky, B. (2000). Anniversary article: Language motivation revisited. Applied linguistics, 21(2), 157-169.10.1093/applin/21.2.157Search in Google Scholar

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). Channel View Publications.10.21832/9781847691293-005Search in Google Scholar

Thompson, C. S. (2018). The construct of “respect” in teacher-student relationships: Exploring dimensions of ethics of care and sustainable. Journal of Leadership Education, 17(3), 42-60.10.12806/V17/I3/R3Search in Google Scholar

Ueki, M., & Takeuchi, O. (2013). Forming a clearer image of the ideal L2 self: The L2 motivational self system and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7(3), 238-252.10.1080/17501229.2013.836205Search in Google Scholar

Ushioda, E. (2017). The impact of global English on motivation to learn other languages: Toward an ideal multilingual self. The Modern Language Journal, 101(3), 469-482.10.1111/modl.12413Search in Google Scholar

Williams, M., & Burden, R. (1997). Motivation in language learning: A social constructivist approach. Cahiers de l’APLIUT, 16(3), 19-27.10.3406/apliu.1997.1201Search in Google Scholar

Wosnitza, M., & Beltman, S. (2012). Learning and motivation in multiple contexts: The development of a heuristic framework. European Journal of Psychology of Education, 27(2), 177-193.10.1007/s10212-011-0081-6Search in Google Scholar

You, C., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.10.1111/lang.12140Search in Google Scholar

Young, A. S. (1994). Motivational state and process within the socio-linguistic context [Unpublished PhD dissertation]. Aston University, Birmingham.Search in Google Scholar

Zhang, J. (2016). A comparison of the L2 motivational self system between Chinese EFL and ESL learners. Chinese Journal of Applied Linguistics, 39(3), 269-287.10.1515/cjal-2016-0018Search in Google Scholar

Published Online: 2025-05-30
Published in Print: 2025-04-28

© 2025 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

Downloaded on 20.11.2025 from https://www.degruyterbrill.com/document/doi/10.1515/CJAL-2025-0204/html
Scroll to top button