The study ends with a call for greater integration of L2 motivation theory with mainstream motivation theory, as self-efficacy and goal-setting emerged in qualitative analysis and are linked to increases in effort to learn English. One of them, a self-identified otaku who wanted to support Japanese culture, disidentified strongly with a partner in Canada whom he perceived to be immodest. Two other students could not communicate well in English and soon lost motivation. They set new goals of study abroad, and achieved these goals. The motivation of two students increased because they became motivated by their peers. Analysis at the individual level revealed that four students experienced strong changes in motivation. This study showed that identification with an external referent (an L2 role model) may be internalized to a student’s ideal L2 self, and that a strong ideal L2 self can act as a goal that inspires effort to learn the L2. Short-term effort to learn English increased but long-term effort (ILE) did not.
Promotion, IEL, Ideal L2 Self, and Item 51-Liking English had significant correlations with ILE at T2 that were not present at T1.
There was a significant increase in the correlation of Item 48-Identification (from the Integrativeness scale) and ILE (Intended Learning Effort) from T1 to T2. T-tests of Japanese student data showed significant increases in the means of Ideal L2 Self, International Empathy, and Linguistic Self-Confidence, and a large effect size for Interest in the English Language (IEL), as well as a significant decrease in Integrativeness. This sequential explanatory mixed-methods study used the L2 Motivational Self System (L2MSS) questionnaire (Dörnyei & Taguchi, 2010) with three added scales from Ryan (2008), to measure change in variables related to motivation to learn English. In this study, students used video posts (consisting of a video recording of a student speaking while looking directly into the lens of a webcam, as well as the text of the recording, and images) as the main form of communication. This study of a 10-week Japan-Canada university online intercultural exchange investigated the motivation to learn English of 17 Japanese participants (engineering majors).
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