L2 Motivation, Anxiety, and Intended Effort among Learners of African Languages in the United States
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| Title: | L2 Motivation, Anxiety, and Intended Effort among Learners of African Languages in the United States |
|---|---|
| Language: | English |
| Authors: | Magdalyne Akiding, Paula Winke (ORCID |
| Source: | Foreign Language Annals. 2025 58(4):847-868. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Second Language Learning, African Languages, Learning Motivation, Anxiety, Semitic Languages, Student Experience, Language Teachers, Uncommonly Taught Languages, Student Motivation, College Students, Intention, Student Attitudes |
| DOI: | 10.1111/flan.70033 |
| ISSN: | 0015-718X 1944-9720 |
| Abstract: | While research on L2 motivation has been conducted now for several decades, little of it has focused on less commonly taught language (LCLT) programs, and even less in African language programs. Thus, this study investigates how the L2 Motivational Self System (L2MSS) (Dörnyei, 2005/2014, 2009), combined with the constructs of the anti-ought-to-self, L2 anxiety, and learning effort, functions within African language learning contexts. Fifty-three learners of Swahili, Amharic, Igbo, Twi, Zulu, and French and Wolof combined completed a Likert-scale survey on the constructs. In addition, 10 of the 53 learners were interviewed. The mixed-methods, sequential-explanatory research demonstrated that the ideal-L2-self, followed by the anti-ought-to-self, were the strongest motivators. Positive L2 experience increased intended effort and lowered anxiety. Based on the findings, we recommend that teachers of African languages and less-commonly-taught languages promote the ideal-L2-self and L2 motivation overall by employing a positive-psychology approach and by focusing on concrete, authentic tasks as learning goals. Teachers should also guide students toward social learning opportunities that help them build sustained motivation and a network of peer-based, community support. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493640 |
| Database: | ERIC |
| Abstract: | While research on L2 motivation has been conducted now for several decades, little of it has focused on less commonly taught language (LCLT) programs, and even less in African language programs. Thus, this study investigates how the L2 Motivational Self System (L2MSS) (Dörnyei, 2005/2014, 2009), combined with the constructs of the anti-ought-to-self, L2 anxiety, and learning effort, functions within African language learning contexts. Fifty-three learners of Swahili, Amharic, Igbo, Twi, Zulu, and French and Wolof combined completed a Likert-scale survey on the constructs. In addition, 10 of the 53 learners were interviewed. The mixed-methods, sequential-explanatory research demonstrated that the ideal-L2-self, followed by the anti-ought-to-self, were the strongest motivators. Positive L2 experience increased intended effort and lowered anxiety. Based on the findings, we recommend that teachers of African languages and less-commonly-taught languages promote the ideal-L2-self and L2 motivation overall by employing a positive-psychology approach and by focusing on concrete, authentic tasks as learning goals. Teachers should also guide students toward social learning opportunities that help them build sustained motivation and a network of peer-based, community support. |
|---|---|
| ISSN: | 0015-718X 1944-9720 |
| DOI: | 10.1111/flan.70033 |
