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Journal: Theory and Practice of Second Language Acquisition

Social constraints of aspirations for second language achievement

Joanna Rokita-Jaśkow

Published: 07-03-2018 | Abstract

Educational aspirations are dfined a ;educational goals students set for themselves' ( Trebbels, 2015:37). They are widely studied in psychological and sociological research, in which it was found that 1) they form in late adolescence and early childood, 2) their goal and level (i.e. high vs. low) are determined by the social environmnet they come from, i.e. their family background, peer and school influence.

The paper presents the results of the qualitative study, in which 56 students of English philology in one of the vocational schools in the south of Poland expressed their aspirations in reference to their future foreign language attainment and associated vocational goals. The results showed that in the majority of cases the aspirations are not so high and fully-formed, which, it is hypothesised is rooted in the social background the students come from.

2018-03-07



Journal: Theory and Practice of Second Language Acquisition

Disentangling English Language Motivation: A Study of Motivational Factors and the Interplay with Mindsets in Chilean Secondary Students

Claudia V. Tapia Castillo

Published: 05-03-2026 | Abstract | pp. 1-29

Research underscores the crucial role of motivation in language learning, emphasizing the connection between growth mindsets—belief in the power of effort to enhance ability—and motivation. This study addresses the need for an updated understanding of English language moti-
vation among Chilean secondary school students, as recent studies on this topic have been lacking since 2011 and 2013. Furthermore, the correlation between language mindsets and language learning motivation in this specific context remains unexplored. The study investigates these aspects among 86 Chilean secondary students, employing a mixed-methods approach using the Language Mindset Inventory, the L2 Motivational Self System (L2MSS) questionnaire, and diary entries. Through this comprehensive approach, the research reveals nuanced motivations, underlining the importance of the ideal L2 self and English learning experiences in shaping motivation, challenging traditional views on the significance of the ought-to L2 self. Quantitative analysis establishes a statistically significant association between language mindsets and L2 motivation. This finding supports the argument that learners with a growth mindset are more inclined to envision a positive ideal L2 self, driven by their belief in improvement and readiness to overcome obstacles in their language learning journey. The study suggests aligning the national curriculum with student aspirations and interests. Additionally, it underscores the significance of cultivating growth-oriented language mindsets in educational settings, with educators playing a pivotal role in inspiring students to approach language acquisition with enthusiasm, dedication, and perseverance.

2026-03-05