Motivation, L2 Selves, and Experience of University Students of Italian in the United States

Abstract

As a critical learner factor, motivation influences L2 learning processes and outcomes. Despite the consistent body of L2 motivational studies, languages other than English (LOTEs) are understudied. However, they should be prioritized so that motivational research can better align with the multilingual turn taken by the SLA field (Henry, 2017) and contribute to university enrollments in world languages courses, which are constantly declining in the United States (U.S.) (Lusin et al., 2023). Over the last twenty years, European languages have lost enrollments, with the greatest decline in Italian (Looney et al., 2016). This study explores the motivation of 211 learners to study Italian in U.S. universities through an online open-ended survey. Drawing on Dörnyei’s (2005, 2009) L2 Motivational Self System (L2MSS), descriptive statistics and thematic analysis describe what reasons motivate students to learn Italian, students’ L2 selves, and learning experience. Findings revealed a dominant ideal self in students’ motivation. The multilingual self (Henry, 2017; Ushioda, 2017) also appears, supporting the latest reconceptualization of the L2MSS and prompting future research directions. The presence of heritage language learners also highlights the need to enrich classroom diversity. Pedagogical implications are discussed and serve as a reflective tool for LOTEs practitioners.