The Structural Relationships among L2 Motivation, Out-of-Class Informal Learning, and Oral Proficiency: A Multiple-Group Structural Equation Modeling Study
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| Title: | The Structural Relationships among L2 Motivation, Out-of-Class Informal Learning, and Oral Proficiency: A Multiple-Group Structural Equation Modeling Study |
|---|---|
| Language: | English |
| Authors: | Jia Lin (ORCID |
| Source: | Language Teaching Research. 2026 30(3):1327-1356. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Second Language Learning, Learning Motivation, After School Programs, Informal Education, Oral Language, Language Proficiency, College Students, Chinese, French, Russian, Spanish, Gender Differences, Prior Learning, Uncommonly Taught Languages, Structural Equation Models, Native Language |
| DOI: | 10.1177/13621688231189030 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | Second language (L2) motivation is the driving force behind L2 learning. It is of great pedagogical significance to explore how motivation factors, directly and indirectly, impact "L2 oral proficiency." Based on data for all L2 learners as a composite group, Lin proposed and verified a conceptual model revealing the structural relations among L2 motivation factors (i.e. "L2 interest," and "perceived importance of speaking"), behavioral variable (i.e. "out-of-class L2 contact"), and "L2 oral proficiency." However, since gender differences and other learner subgroup differences in L2 motivation have been found by previous research, it is imperative to test whether this model is applicable across various learner subgroups. Based upon a dataset of 631 college students taking Chinese, French, Russian, and Spanish language classes in the United States, this study used multiple-group structural equation modeling (MG-SEM) to test the applicability of the model for L2 learners of diverse backgrounds. Key findings suggest adequacy of the model across the following subgroups: females vs. males; learners with vs. without at least two years of high school target language learning experience; and learners of commonly taught languages (i.e. Spanish and French) vs. less commonly taught languages (i.e. Chinese and Russian). However, pronounced differences in the applicability of the model are evident in comparisons of heritage and non-heritage language learners. There are significant differences in the relationships between "L2 interest, perceived importance of speaking," and "L2 oral proficiency," which are stronger for non-heritage learners. More research efforts are needed to fully understand the uniqueness of heritage learners' motivation constructs and motivation process. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500361 |
| Database: | ERIC |
| Abstract: | Second language (L2) motivation is the driving force behind L2 learning. It is of great pedagogical significance to explore how motivation factors, directly and indirectly, impact "L2 oral proficiency." Based on data for all L2 learners as a composite group, Lin proposed and verified a conceptual model revealing the structural relations among L2 motivation factors (i.e. "L2 interest," and "perceived importance of speaking"), behavioral variable (i.e. "out-of-class L2 contact"), and "L2 oral proficiency." However, since gender differences and other learner subgroup differences in L2 motivation have been found by previous research, it is imperative to test whether this model is applicable across various learner subgroups. Based upon a dataset of 631 college students taking Chinese, French, Russian, and Spanish language classes in the United States, this study used multiple-group structural equation modeling (MG-SEM) to test the applicability of the model for L2 learners of diverse backgrounds. Key findings suggest adequacy of the model across the following subgroups: females vs. males; learners with vs. without at least two years of high school target language learning experience; and learners of commonly taught languages (i.e. Spanish and French) vs. less commonly taught languages (i.e. Chinese and Russian). However, pronounced differences in the applicability of the model are evident in comparisons of heritage and non-heritage language learners. There are significant differences in the relationships between "L2 interest, perceived importance of speaking," and "L2 oral proficiency," which are stronger for non-heritage learners. More research efforts are needed to fully understand the uniqueness of heritage learners' motivation constructs and motivation process. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231189030 |
