Exploring Underlying Elements of the Motivational Self System Among Learners in Two Instructional Contexts

It appears your Web browser is not configured to display PDF files. Download adobe Acrobat or click here to download the PDF file.

Click here to download the PDF file.


Ady, Fatima




Although previous research has demonstrated the importance of learner motivation in English for Academic Purposes (EAP) and Second Language (ESL) contexts, little is known about the motivation towards language learning and national identity that Canadian newcomers hold. Through the lens of Dörnyei's (2005) L2 Motivational Self System, this study focused on two groups of Canadian newcomers learning English in the traditional classroom setting (ESL, n=37) and the workplace (WLT, n=29) to determine the role of motivation in their integration into Canadian society and development of 'Canadian self'. The results, collected by way of a questionnaire and follow-up interviews, show newcomers holding positive attitudes towards English learning and building their Canadian identity in the process. Notably, beliefs concerning the value of employment to fulfill personal obligations and duties promoted WLT learners' motivation and willingness to engage with language learning significantly more than those of their ESL counterparts. Pedagogical implications are discussed.






Carleton University

Thesis Degree Name: 

Master of Arts: 

Thesis Degree Level: 


Thesis Degree Discipline: 

Applied Linguistics and Discourse Studies

Parent Collection: 

Theses and Dissertations

Items in CURVE are protected by copyright, with all rights reserved, unless otherwise indicated. They are made available with permission from the author(s).