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Abstract
Exploring the popular explanation that the global spread of English may demotivate students with English as their first language to learn other languages, this study investigates relations between student motivation and perception of Global English and tests for differences between traditional ‘campus’ and distance university students with respect to motivation and perceptions of Global English issues. Results are tested for possible relations between motivational orientations, self-efficacy, chosen target language (TL) and students' perceptions of Global English and findings are evaluated within two recent models of (language) learner motivation. Implications of the findings, in particular with respect to theories of second language learning motivation, the positioning of English L1 speakers in different models of Global English, and the rationale of Global English as demotivator for this learner group, are discussed in the conclusion.
Notes
1. In this study, only students with personal language trajectories of having grown up with English, and in an English speaking country, were accepted as participants. Students with different L1 trajectories, including bilinguals from childhood, were excluded.
2. There are nonetheless many ways students at the distance university can relate to their learner community: each student belongs to a local tutorial group with regular face-to-face meetings, and there are multiple opportunities for joining online learner communities at local, regional, national and international level.
3. With kind permission of the authors.
4. As students reported on their fluencies of all foreign language skills they possessed, the added scores for fluency in all foreign languages a student professes to know exceed 4.