Relationship between emotional motivation and academic performance in second language learning

<p><span lang="EN-US">This article presents the results of a research study on role that affective motivation plays in learning second language (L2). There were 171 American university students Spain, German, Italy, and Japan as participated study. This was an ex post facto, cross-sectional, correlational quantitative informs us which is type most beneficial for learners considers variables such age, gender, academic performance, intention to continue studying language. An online questionnaire based Dörnyei motivational model administered. The show </span><span lang="EN-US">ideal self “projection intended effort” are positively significantly related performance enrollment future foreign classes. At opposite extreme, deontic or ought-to-self does not correlate with any rest considered. Regarding cross-sectional analysis age no significant differences found gender. However, there negative correlation between performance. Furthermore, positive projected effort.</span></p>