Reconceptualizing the language motivation of Timorese ELLs in the Philippines

Second language (henceforth L2) motivation has been traditionally studied from the lens of integrative motivation. However, this framework presents problems in that it is limiting and lacks insights from emerging cognitive motivational research. This paper investigated the L2 motivation of Timore...

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Main Authors:	Quinto, Edward Jay Mansarate, Castillo, John Christopher Dimasaka
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2016
Online Access:	http://journalarticle.ukm.my/10162/ http://journalarticle.ukm.my/10162/ http://journalarticle.ukm.my/10162/1/12803-45003-1-PB.pdf

id	ukm-10162
recordtype	eprints
spelling	ukm-101622017-02-27T08:48:41Z http://journalarticle.ukm.my/10162/ Reconceptualizing the language motivation of Timorese ELLs in the Philippines Quinto, Edward Jay Mansarate Castillo, John Christopher Dimasaka Second language (henceforth L2) motivation has been traditionally studied from the lens of integrative motivation. However, this framework presents problems in that it is limiting and lacks insights from emerging cognitive motivational research. This paper investigated the L2 motivation of Timorese English language learners (henceforth ELLs) using Dörnyei’s (2009) L2 Motivational Self System and Markus and Nurius’s (1986) possible-selves theory. Ten Timorese ELLs studying in a school of higher learning in the Philippines participated in a free writing task and a follow-up focus group discussion. These activities aimed to examine the content and functions of the students’ two most important types of possible selves: ‘ideal L2 self’ and ‘ought-to L2 self.’ The results revealed that the students’ ‘ideal L2 self’ coincides with the original theoretical construct, which includes a promotion-focused function for studying English, i.e., to achieve personal goals and to communicate with other people. Interestingly, however, the present study corroborated Chen’s (2012) findings in the Taiwanese context that the ‘ought-to L2 self’ is not simply prevention-focused, but a mixture of prevention- and promotion-focused functions of learning English. The findings pointed to necessary research, curriculum design and pedagogical implications, which are discussed as this paper closes. Penerbit Universiti Kebangsaan Malaysia 2016-10 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/10162/1/12803-45003-1-PB.pdf Quinto, Edward Jay Mansarate and Castillo, John Christopher Dimasaka (2016) Reconceptualizing the language motivation of Timorese ELLs in the Philippines. GEMA: Online Journal of Language Studies, 16 (3). pp. 71-82. ISSN 1675-8021 http://ejournal.ukm.my/gema/issue/view/863
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Second language (henceforth L2) motivation has been traditionally studied from the lens of integrative motivation. However, this framework presents problems in that it is limiting and lacks insights from emerging cognitive motivational research. This paper investigated the L2 motivation of Timorese English language learners (henceforth ELLs) using Dörnyei’s (2009) L2 Motivational Self System and Markus and Nurius’s (1986) possible-selves theory. Ten Timorese ELLs studying in a school of higher learning in the Philippines participated in a free writing task and a follow-up focus group discussion. These activities aimed to examine the content and functions of the students’ two most important types of possible selves: ‘ideal L2 self’ and ‘ought-to L2 self.’ The results revealed that the students’ ‘ideal L2 self’ coincides with the original theoretical construct, which includes a promotion-focused function for studying English, i.e., to achieve personal goals and to communicate with other people. Interestingly, however, the present study corroborated Chen’s (2012) findings in the Taiwanese context that the ‘ought-to L2 self’ is not simply prevention-focused, but a mixture of prevention- and promotion-focused functions of learning English. The findings pointed to necessary research, curriculum design and pedagogical implications, which are discussed as this paper closes.
format	Article
author	Quinto, Edward Jay Mansarate Castillo, John Christopher Dimasaka
spellingShingle	Quinto, Edward Jay Mansarate Castillo, John Christopher Dimasaka Reconceptualizing the language motivation of Timorese ELLs in the Philippines
author_facet	Quinto, Edward Jay Mansarate Castillo, John Christopher Dimasaka
author_sort	Quinto, Edward Jay Mansarate
title	Reconceptualizing the language motivation of Timorese ELLs in the Philippines
title_short	Reconceptualizing the language motivation of Timorese ELLs in the Philippines
title_full	Reconceptualizing the language motivation of Timorese ELLs in the Philippines
title_fullStr	Reconceptualizing the language motivation of Timorese ELLs in the Philippines
title_full_unstemmed	Reconceptualizing the language motivation of Timorese ELLs in the Philippines
title_sort	reconceptualizing the language motivation of timorese ells in the philippines
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2016
url	http://journalarticle.ukm.my/10162/ http://journalarticle.ukm.my/10162/ http://journalarticle.ukm.my/10162/1/12803-45003-1-PB.pdf
first_indexed	2023-09-18T19:56:42Z
last_indexed	2023-09-18T19:56:42Z
_version_	1777406577083416576

Reconceptualizing the language motivation of Timorese ELLs in the Philippines

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