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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/224059
Non-intellectual Factor and Language Learning Motivation. A study based on L2 Spanish learners
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[eng] This thesis examines the factors that influence the language learning performance of Chinese undergraduates studying Spanish as a foreign language. Drawing on my personal teaching experiences, the study aims to improve understanding of L2 motivation in the Chinese educational context and to support the teaching of Spanish and other languages other than English (LOTE) in China. Through a detailed review of existing research, the thesis identifies motivation as a key factor affecting learning performance in second language acquisition. To explore this, the study applies the L2 Motivational Self System (L2MSS) as a theoretical framework to investigate the features of Spanish learning motivation among Chinese undergraduates.
The research is guided by five questions: (1) Can the L2MSS framework be validated for language learners other than English in China? (2) Among the three key components of the L2MSS, which best predicts L2 learning motivation of Chinese university graduates studying Spanish? (3) How are the “Ideal L2 Self” and “Instrumentality-promotion” interconnected among Chinese undergraduate learners of Spanish? (4) What is the relationship between “Attitudes toward L2 Learning” and the “Ideal L2 Self” among Chinese undergraduate learners of Spanish? (5) How do the motivations of Chinese undergraduates for learning Spanish differ between genders?
Quantitative data were collected from 86 undergraduate Spanish majors using a revised questionnaire, and qualitative data were obtained through interviews. The data were analyzed using descriptive statistics, correlation and regression analysis, and Structural Equation Modeling (SEM). The findings support using the L2MSS framework for Chinese learners of Spanish. They show that “Attitudes toward L2 Learning” and the “Ideal L2 Self” are the strongest predictors of learning motivation. Moreover, in terms of ex- plaining “Criterion Measures,” regression analysis suggests that the “Ideal L2 Self” has a more substantial influence. At the same time, SEM results point to “Instrumentality- promotion” as having a more direct causal role. Interestingly, female students showed
lower levels of “Ideal L2 Self” but higher levels of “Ought-to L2 Self” than male students. This difference may be linked to cultural influences and the impact of the COVID-19 pandemic.
The research findings offer valuable insights into improving language teaching practices. Teachers can use these insights to design interventions that support the development of students’ 'Ideal L2 Self' and enhance their motivation. The study also underscores the importance of cultural content and interaction with native speakers in strengthening motivation and fostering a clear identity as Spanish users. The discussion of limitations and suggestions for future research further equips the audience with a roadmap for continued exploration in this field.
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CHAO, Wei. Non-intellectual Factor and Language Learning Motivation. A study based on L2 Spanish learners. [consulta: 29 de novembre de 2025]. [Disponible a: https://hdl.handle.net/2445/224059]