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Description
Understanding how learners’ motivation translates into actual language use beyond the classroom remains an important issue in TESOL research. Drawing on the L2 Motivational Self System proposed by Zoltán Dörnyei and the sociological perspective of linguistic capital developed by Pierre Bourdieu, this study examines how English-majored university students’ motivational self-concepts and perceptions of the economic value of English relate to their engagement with English outside formal learning contexts.
A mixed-methods design was employed. Quantitative data were collected through a survey measuring six constructs: perceived economic value of English, ideal L2 self, ought-to L2 self, and three forms of English use beyond the classroom (academic, social, and habitual). Reliability analysis indicated excellent internal consistency across all scales (α = .91–.95). Exploratory factor analysis supported a six-factor structure explaining 82% of the variance (KMO = .97). Structural equation modeling further revealed that motivational self strongly predicted English engagement beyond the classroom (β = .97, p < .001). Social and habitual English use emerged as the strongest indicators of engagement, whereas academic English use contributed less strongly.
To complement the survey findings, semi-structured interviews will be conducted with ten English-majored students to explore how they perceive the role of English in their academic, social, and future professional lives. The findings suggest that fostering learners’ future-oriented identities may help TESOL practitioners encourage meaningful language engagement beyond the classroom.
