The Relationship between One's Sense of Self and a Framework for Understanding Motivation in the Field of Applied Linguistics

Abstract

This study explored the relationship between an individual's sense of self and their motivation in language learning within the field of applied linguistics. Utilizing a questionnaire-based methodology, data were collected from 220 participants of diverse demographics. The study employed statistical analyses, including ANOVA tests, T-tests, and regression analyses, to examine the influence of self-discipline, professional identity, sense of efficacy, and motivational types on language learning motivation. Results indicated a significant correlation between self-discipline and motivation, gender differences in motivational levels, and a strong influence of professional identity and educational level on language learning motivation. Intrinsic motivation was found to be more prevalent than extrinsic motivation among participants. The findings suggest that an individual's sense of self is a crucial factor in their language learning motivation, with implications for educational practices in applied linguistics. Educators should incorporate self-discipline strategies, support adult learners' professional identities, create a learning environment for effective language acquisition, and nurture intrinsic motivation through engaging, culturally rich experiences. The study's limitations point to the need for further research, particularly employing longitudinal and qualitative methods.