Original Research
Language Learning Motivation in Trilingual Hungarian Learners: A Partial Least Square Structural Equation Modeling Analysis of Dörnyei’s Motivational Dimensions
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This study investigates L2 and L3 motivation, through the application of Dörnyei’s seven motivational constructs identified in a longitudinal study by Dörnyei et al. (2006). These motivational components fall within the framework of the L2 Motivational Self System that was developed to offer a more self-based understanding of language motivation. This research aims to unravel Hungarian secondary school students’ L2 and L3 motivational disposition based on the Partial Least Squares Structural Equation Modelling (PLS-SEM). The study involves 134 Hungarian high school students, speakers of L2 English and L3 French, who are enrolled in a Hungarian-French bilingual program. Participants were administered the Language Experience and Proficiency Questionnaire, a language motivation questionnaire, an English proficiency test, and a French proficiency test. The findings reveal a complex motivational profile, where students, despite being enrolled in a French bilingual program, exhibited greater motivation towards learning English, due to its global dominance across various platforms, social media, and educational resources. The study yielded different results regarding the different motivational constructs originally defined by Dörnyei et al. (2006), as some discrepancies were observed in factor loadings which consequently created a difference in the motivational models subsequently developed.
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Keywords
Motivation; PLS-SEM; Ideal Ln Self; Multiple Language Learning; Bilingual Education
Author(s) Information
Publisher’s Note
The claims, arguments, and counter-arguments made in this article are exclusively those of the contributing authors. Hence, they do not necessarily represent the viewpoints of the authors’ affiliated institutions, or EUROKD as the publisher, the editors and the reviewers of the article.
Acknowledgements
We are grateful to the school principals and French teachers who facilitated this research within their institutions. Our appreciation extends to all participants who took part in this study and assisted us in the data collection. Without their patience, time, and sincere involvement, this study would never have taken shape.
Funding
This research has been supported by the 2024-2.1.1-EKÖP university research scholarship program of the Ministry of Culture and Innovation, financed by the National Research, Development and Innovation Fund.
CRediT Authorship Contribution Statement
Rabeb Ghanmi: Conceptualization, Data Curation, Formal Analysis, Funding Acquisition, Investigation, Methodology, Project Administration, Resources, Software, Validation, Visualization, Writing – Original Draft, Writing – Review & Editing
Judit Navracsics: Funding Acquisition, Investigation, Project Administration, Resources, Supervision, Validation, Writing – Review & Editing
Generative AI Use Disclosure Statement
No generative AI tools were used in the preparation of this manuscript.
Ethics Declarations
World Medical Association (WMA) Declaration of Helsinki–Ethical Principles for Medical Research Involving Human Participants
The current study did not involve any medical research or clinical interventions with human participants. The design and execution of this research, however, were conducted with strict adherence to ethical standards applicable to research in linguistics. Informed consent was obtained from all schools and participants prior to their involvement in the study.
Competing Interests
The authors report no competing interests.
Data Availability
The data supporting the findings of this study are available on request from the corresponding author, Ghanmi, R. The data are not publicly available due to the privacy of research participants.