Exploring Chinese EFL Students' Second Language Learning Motivation In Mobile-Assisted Language Learning Situations

In second language(L2)learning process,individual learners often display great variations,which in turn influence their L2 learning.L2 learning motivation is one of these prominent individual difference factors that contributes to individual variations.Unsurprisingly,L2 learning motivation has been extensively researched in applied linguistics.Among various L2 motivation theories,D?rnyei's(2009)L2Motivational Self System(L2MSS)is the most up-to-date theory specifically conceptualizing L2 learning motivation.The L2 MSS includes three main dimensions:the ideal L2 self,the ought-to L2 self and learning experience.Previous researchers have validated the theory from different perspectives in various contexts.Moreover,with the rapid development of the Internet and mobile devices,a new mode of learning,i.e.,learning a L2 or a foreign language with mobile devices independent from time and location,has been increasingly common and attracted growing scholarly attention.However,most studies have focused on the effects of the mobile-assisted language learning(MALL),rendering learners' L2 motivation under-explored.Therefore,the interaction between L2 learning motivation and MALL has not been extensively explored.Informed by D?rnyei's(2009)L2MSS,the current study took a qualitative case study approach and involved six Chinese EFL university students.To understand their L2 motivation profiles,the data were collected from semi-structured interviews,reflective journals,and non-participatory observation for 12 weeks.The interaction between the L2 learning motivation and their learning experience of MALL was also observed and analyzed in the research period.The study indicated:(1)in the process of MALL,learners displayed great variations across individuals,especially in terms of their differential levels of L2 motivation;(2)two aspects of L2 MASS,ideal L2 self and ought-to L2 self,drove the participants to use mobile devices to learn English;and(3)the participants' actual engagement and positive experiences of MALL also sustained their L2 motivation.Based on these findings,the study also proposed a few implications for enhancing and sustaining Chinese tertiary-level EFL students' L2 learning motivation through their engagement with MALL.