Language Learning Motivation in Trilingual Hungarian Learners: A Partial Least Square Structural Equation Modeling Analysis of Dörnyei's Motivational Dimensions
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| Title: | Language Learning Motivation in Trilingual Hungarian Learners: A Partial Least Square Structural Equation Modeling Analysis of Dörnyei's Motivational Dimensions |
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| Language: | English |
| Authors: | Rabeb Ghanmi (ORCID |
| Source: | Language Teaching Research Quarterly. 2025 53:65-94. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Second Language Learning, Learning Motivation, Bilingual Education, High School Students, English (Second Language), French, Language Proficiency, Language Attitudes, Self Esteem, Metalinguistics, Attitude Measures, Questionnaires, Factor Structure, Language of Instruction, Language Dominance |
| Geographic Terms: | Hungary |
| ISSN: | 2667-6753 |
| Abstract: | This study investigates L2 and L3 motivation, through the application of Dörnyei's seven motivational constructs identified in a longitudinal study by Dörnyei et al. (2006). These motivational components fall within the framework of the L2 Motivational Self System that was developed to offer a more self-based understanding of language motivation. This research aims to unravel Hungarian secondary school students' L2 and L3 motivational disposition based on the Partial Least Squares Structural Equation Modelling (PLS-SEM). The study involves 134 Hungarian high school students, speakers of L2 English and L3 French, who are enrolled in a Hungarian-French bilingual program. Participants were administered the Language Experience and Proficiency Questionnaire, a language motivation questionnaire, an English proficiency test, and a French proficiency test. The findings reveal a complex motivational profile, where students, despite being enrolled in a French bilingual program, exhibited greater motivation towards learning English, due to its global dominance across various platforms, social media, and educational resources. The study yielded different results regarding the different motivational constructs originally defined by Dörnyei et al. (2006), as some discrepancies were observed in factor loadings which consequently created a difference in the motivational models subsequently developed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494798 |
| Database: | ERIC |
| Abstract: | This study investigates L2 and L3 motivation, through the application of Dörnyei's seven motivational constructs identified in a longitudinal study by Dörnyei et al. (2006). These motivational components fall within the framework of the L2 Motivational Self System that was developed to offer a more self-based understanding of language motivation. This research aims to unravel Hungarian secondary school students' L2 and L3 motivational disposition based on the Partial Least Squares Structural Equation Modelling (PLS-SEM). The study involves 134 Hungarian high school students, speakers of L2 English and L3 French, who are enrolled in a Hungarian-French bilingual program. Participants were administered the Language Experience and Proficiency Questionnaire, a language motivation questionnaire, an English proficiency test, and a French proficiency test. The findings reveal a complex motivational profile, where students, despite being enrolled in a French bilingual program, exhibited greater motivation towards learning English, due to its global dominance across various platforms, social media, and educational resources. The study yielded different results regarding the different motivational constructs originally defined by Dörnyei et al. (2006), as some discrepancies were observed in factor loadings which consequently created a difference in the motivational models subsequently developed. |
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| ISSN: | 2667-6753 |
