Journal of Research in Innovative Teaching - National University

Implications and Suggestions for Future Research
The results of this study seem to suggest a strong connection between the affective and
instructional domains of language learning. Past research has focused mainly on L2 motivation
from a broader perspective, generally borrowing from motivational research outside of the L2
domain. Few studies have been conducted to see what motivation looks like in an actual secondlanguage
classroom setting, and even less if we focus specifically on the teacher’s role (Ruiz-
Funes, 2002). In 1991, Dornyei began to question the multifaceted nature of motivation in an
educational setting and has proposed several taxonomies that take into account the very special
factors involved when studying L2 motivation within a classroom context. Now, it is imperative
to move beyond simple identification and evaluation of these constructs and to put theory into
practice in the teaching and learning of second languages.
This paper implicates the realm of teacher beliefs when it comes to motivation and
indicates that educators must move away from thinking of motivation as extrinsic, such as the
old “carrot-and- stick approach” (Guilloteaux, 2008) of offering rewards and punishment, and
begin to develop specific instructional strategies that will enhance motivation at an intrinsic level
for students (Guilloteaux, 2008). The important role of the many attitudinal and motivational
factors involved in second language acquisition cannot be ignored. As educators, it is crucial that
we consider both the instrinsic and extrinsic components of the affective domain and allow them
to drive, at least in part, our instructional practice.
From an epistemological standpoint, this study also asks us to consider what we really
mean by “learning” and “knowing” a foreign language, a question originally posed by Reagan
(2002) in his examination of constructivist practices in the foreign language classroom. By more
closely aligning the sociocultural aspects of knowledge construction with theories of instrinsic
motivation, teachers may be more informed about the pedagogical decisions that they make in
designing and implementing lessons in the foreign language classroom.
Moreover, we can look to Crookall and Oxford (1988), who suggested that “Learning a
second language is ultimately learning to be another social person” (p. 136). The strong feelings
of identification with the target culture expressed by the study participants indicates that notions
of identity would also be a powerful tool in shaping foreign language teacher practice to more
successfully maximize students’ intrinsic desire to assimilate the target culture.
Ideas for future study might include:
1. The examination of how instructional practice affects student motivation to learn a second
language.
2. A comparison of various instructional delivery methods to see how they affect student
motivation to learn an L2.
3. An evaluation of foreign language and second language teacher training programs to see how
the question of motivating students is addressed.
4. A comparison of the role of L2 culture in EFL vs. ESL settings.
5. An exploration of the role that home (or family) culture plays in studying a foreign language.
Ultimately, we hope that the data from this study may serve to inform teacher practice by
enabling them to better understand and then tap into the key components of L2 student
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