Profiles of language learning motivation: Are new and own languages different?

• Published in: Learning and Individual Differences Vol. 79; p. 101852
• Main Authors: Oga-Baldwin, W.L. Quint, Fryer, Luke K.
• Format: Journal Article
• Language: English; Japanese
• Published: Elsevier Inc 01.04.2020; Elsevier BV
• Subjects: Achievement; L1/L2 comparison; Latent profile; Secondary school; Self-determined motivation; Self-determined motivation; Achievement; Latent profile; L1/L2 comparison; Secondary school
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2020.101852

Numerous theorists have offered opinions about motivational differences between learning a new language and other school subjects. At the same time, little empirical evidence for the differences has been brought forward. In this study, we aimed to address these motivational differences and similarities between learning a new (foreign) language and learning one's own language in formal school settings using the framework of self- determination theory. Rather than comparing variable level differences, we investigated a representative sample of Japanese secondary school students (n = 830) to demonstrate person-centered differences using latent profile analysis. Results indicated the sample was divided into five theoretically consistent subgroups, with similar patterns of motivation and achievement across language domains. Roughly 55% of the sample fit into the same subgroups for each subject, indicating that the majority of students' motivation for learning a language was similar across the two school subjects. •Examined the Japanese secondary school students' motivation to learn Japanese and English•Measured students' motivation, self-efficacy, and achievement•Five motivational profiles were found for each language.•Higher intrinsically motivated profiles showed higher self-efficacy and achievement in both languages.•Strong overlap between profiles for both languages, with some individual variation