FROM EFL TO ESL: THE INFLUENCE OF CONTEXT ON LEARNERS’ MOTIVATIONAL PROFILES

Abstract

This study reports on changes in language learners’ motivational profiles when they encounter a contextual shift from an EFL to an ESL setting. A pilot study explores the possible changes in learners’ motivation orientations and their interrelation with learning effort and self-evaluated language skills. Subjects in an ESL context were surveyed and asked to reflect on their previous experience in an EFL context. Findings suggest that integrative motivation accounted for their increased effort investment and self-evaluated skills. The implications of the study were also discussed.