The Exploring Motivative Dynamics in English Language Learning Among University Students in Thailand’s Deep South through L2MSS Framework
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This study investigates the motivational factors influencing English language learning among university students in Thailand’s politically volatile southern border provinces, employing Zoltán Dörnyei’s L2 Motivational Self System (L2MSS). This framework encompasses three key constructs: the Ideal L2 Self, the Ought-to L2 Self, and the L2 Learning Experience. Data were collected through in-depth interviews with students from Yala, Narathiwat, and Pattani to analyze how these motivational components impact their English proficiency.
Results indicate that the Ideal L2 Self is a pivotal motivator, with students linking future success in English to career and personal life goals, often inspired by successful role models. The Ought-to L2 Self is influenced by societal and environmental expectations from family, religion, educational systems, and cultural contexts, affecting motivation variably across individuals. The L2 Learning Experience, including well-resourced classrooms, proficient teachers, modern teaching materials, and educational technology, supports motivational pathways for enhancing English skills.
This research enriches the understanding of motivational factors in English language learning and provides insights specific to the unique cultural, social, and political contexts of the southern border area. The findings offer implications for policy formulation aimed at improving English language education and motivation in this region and potentially across Thailand.
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