Motivational Languaging for L2 Learning and Motivation

This paper focuses on the effect of motivational languaging activities (MLAs) EFL learning motivation. Swain (2006) defines as “the process making meaning and shaping knowledge experience through language” (p. 98). We extend Swain’s original notion to L2 motivation; MLAs, learners are encouraged talk or write about importance their visions in own words. Various types were implemented for elementary, junior high, high school students: 1) written, 2) spoken, 3) spoken plus written activities, individual group conditions. By using questionnaires, students’ changes including ideal self ought-to (Dörnyei, 2009) measured at beginning end participation activities. The results indicated that students experimental groups exhibited various increases motivations, compared no significant control groups. Furthermore, form proved be a more effective type especially when engaged it individually. Findings suggest usefulness MLAs enhancing