Foreign Language Motivation in Distance Learning: a case study

The aim of this dissertation is to discuss the impact of distance learning on University students’ foreign language (FL) motivation, also exploring the type of e-learning platforms used and the activities required in FL online courses. This research takes part in the ongoing debate in online FL motivation, which was brought into the limelight by the Covid-19 outbreak. More broadly, this dissertation topic stands vis-à-vis the theoretical framework of FL learning motivation in distance learning contexts. The study was conducted on 76 University students attending an online foreign language course as part of their academic curriculum, and examines controlled and autonomous motivational factors, attributive styles, and the level of self-efficacy experienced by the participants. Participants in the study completed the Motivation in online distance environment for FL learning questionnaire, whose data were subsequently collected and analysed through quantitative methodology. The questionnaire was published through four Facebook Group pages and respondents participated on a voluntary basis. Then, the data were interpreted in terms of descriptive statistical methods. Despite only quantitative data were collected, this study is qualitative in orientation. Findings indicate that University students attending an online FL course show a combination of autonomous and controlled motivations to participate in online activities. Consistently with previous studies, online language learning appears to foster students’ autonomy and sense of self-efficacy in the learning process. Furthermore, success in online learning activities is mostly attributed to students’ capabilities and interest in the FL, reaffirming that the e-learning experience improved students’ engagement in FL learning. Unsurprisingly, participants in the study express no reason to be demotivated in this context. The role of online feedback on students’ FL motivation is also discussed as a pivotal component of learners’ participation in the online learning context.