Foreign language learning experiences and future of language education- Insights from Secondary School Learners in Ulaanbaatar
Year: 2024
Type: article
Study design: Observational Study
Abstract: This paper explores the motivational dimensions behind Chinese and English language learning among secondary school learners in Ulaanbaatar, Mongolia, using Zoltán Dörnyei’s L2 Motivational Self-System (L2MSS) （Dörnyei, 2005). Focusing on “learning experiences” and “learning visions”, the study utilizes a modified L2MSS questionnaire to collect responses across five key dimensions: Travel Orientation (TRO), Fear of Assimilation (FOA), Curriculum (CU), International Posture (IPO), and Attitudes Toward Learning Foreign Language (ATLFL). The results indicate that Chinese learners exhibit varied motivations influenced by curriculum, cultural context, and career aspirations, whereas English learners show heightened motivation driven by global engagement. This study provides recommendations to further strengthen motivational engagement in foreign language learning.
Author: Wenshu Wu
Institution: Baotou Teachers College
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405795320