Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
This study investigated Mauritanian EFL learner motivation through the lens of Dörnyei’s (2009) L2 Motivational Self System. The research question was: Within a private English center context, how is the motivation of Mauritanian EFL learners impacted by their L2 selves and the L2 Learning Experience? Specifically, two sub-questions were addressed: (1) Within learners’ L2 Motivational Self Systems, how does the impact of the L2 Self compare with the impact of the L2 Learning Experience? and (2) Which aspects of the L2 Learning Experience within the English center’s learning environment foster learner motivation?. A mixed-methods design was utilized, including a motivation questionnaire and semi-structured interviews. Participants included 20 university-age EFL learners who study at a private English center in Mauritania’s capital. Participants completed the questionnaire virtually via Qualtrics, and two of them completed interviews with the researcher via WhatsApp audio messaging. Results from the questionnaire suggest that the Ideal L2 Self component has the largest impact on motivation for this group of learners, but the L2 Learning Experience at the private English center also supports motivation in a significant way. The Ought-to L2 Self does not seem to contribute as much to learner motivation for this group of learners. Interview data confirms findings from the questionnaire and highlights that the welcoming and relational atmosphere of the English center serves to support and strengthen the motivation of learners.
Interview, Survey (attitude scale, opinion, questionnaire)
ESL/ ELLs, Motivation
Hatlevoll, Casey, "Investigating the L2 Motivational Self System of Mauritanian EFL Learners: A Unique L2 Learning Experience" (2021). School of Education and Leadership Student Capstone Theses and Dissertations. 4538.
School of Education Student Capstone Theses and Dissertations