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Language Learning Motivation in Trilingual Hungarian Learners: A Partial Least Square Structural Equation Modeling Analysis of Dörnyei's Motivational Dimensions

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Title: Language Learning Motivation in Trilingual Hungarian Learners: A Partial Least Square Structural Equation Modeling Analysis of Dörnyei's Motivational Dimensions
Language: English
Authors: Rabeb Ghanmi (ORCID 0009-0005-8341-5280), Judit Navracsics (ORCID 0000-0002-8147-3023)
Source: Language Teaching Research Quarterly. 2025 53:65-94.
Availability: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Second Language Learning, Learning Motivation, Bilingual Education, High School Students, English (Second Language), French, Language Proficiency, Language Attitudes, Self Esteem, Metalinguistics, Attitude Measures, Questionnaires, Factor Structure, Language of Instruction, Language Dominance
Geographic Terms: Hungary
ISSN: 2667-6753
Abstract: This study investigates L2 and L3 motivation, through the application of Dörnyei's seven motivational constructs identified in a longitudinal study by Dörnyei et al. (2006). These motivational components fall within the framework of the L2 Motivational Self System that was developed to offer a more self-based understanding of language motivation. This research aims to unravel Hungarian secondary school students' L2 and L3 motivational disposition based on the Partial Least Squares Structural Equation Modelling (PLS-SEM). The study involves 134 Hungarian high school students, speakers of L2 English and L3 French, who are enrolled in a Hungarian-French bilingual program. Participants were administered the Language Experience and Proficiency Questionnaire, a language motivation questionnaire, an English proficiency test, and a French proficiency test. The findings reveal a complex motivational profile, where students, despite being enrolled in a French bilingual program, exhibited greater motivation towards learning English, due to its global dominance across various platforms, social media, and educational resources. The study yielded different results regarding the different motivational constructs originally defined by Dörnyei et al. (2006), as some discrepancies were observed in factor loadings which consequently created a difference in the motivational models subsequently developed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494798
Database: ERIC
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  Data: Language Learning Motivation in Trilingual Hungarian Learners: A Partial Least Square Structural Equation Modeling Analysis of Dörnyei's Motivational Dimensions
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  Data: <searchLink fieldCode="AR" term="%22Rabeb+Ghanmi%22">Rabeb Ghanmi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-8341-5280">0009-0005-8341-5280</externalLink>)<br /><searchLink fieldCode="AR" term="%22Judit+Navracsics%22">Judit Navracsics</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8147-3023">0000-0002-8147-3023</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2025 53:65-94.
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  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
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  Data: 30
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Metalinguistics%22">Metalinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Measures%22">Attitude Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Structure%22">Factor Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Dominance%22">Language Dominance</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hungary%22">Hungary</searchLink>
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  Data: 2667-6753
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigates L2 and L3 motivation, through the application of Dörnyei's seven motivational constructs identified in a longitudinal study by Dörnyei et al. (2006). These motivational components fall within the framework of the L2 Motivational Self System that was developed to offer a more self-based understanding of language motivation. This research aims to unravel Hungarian secondary school students' L2 and L3 motivational disposition based on the Partial Least Squares Structural Equation Modelling (PLS-SEM). The study involves 134 Hungarian high school students, speakers of L2 English and L3 French, who are enrolled in a Hungarian-French bilingual program. Participants were administered the Language Experience and Proficiency Questionnaire, a language motivation questionnaire, an English proficiency test, and a French proficiency test. The findings reveal a complex motivational profile, where students, despite being enrolled in a French bilingual program, exhibited greater motivation towards learning English, due to its global dominance across various platforms, social media, and educational resources. The study yielded different results regarding the different motivational constructs originally defined by Dörnyei et al. (2006), as some discrepancies were observed in factor loadings which consequently created a difference in the motivational models subsequently developed.
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  Data: 2026
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  Data: EJ1494798
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      – Text: English
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        PageCount: 30
        StartPage: 65
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: French
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Language Attitudes
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Metalinguistics
        Type: general
      – SubjectFull: Attitude Measures
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Factor Structure
        Type: general
      – SubjectFull: Language of Instruction
        Type: general
      – SubjectFull: Language Dominance
        Type: general
      – SubjectFull: Hungary
        Type: general
    Titles:
      – TitleFull: Language Learning Motivation in Trilingual Hungarian Learners: A Partial Least Square Structural Equation Modeling Analysis of Dörnyei's Motivational Dimensions
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            NameFull: Rabeb Ghanmi
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            NameFull: Judit Navracsics
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