Akademik Veri Yönetim Sistemi
JOURNAL OF LANGUAGE TEACHING AND LEARNING, sa.2, 2024 (ESCI)
This qualitative study, conducted at a Turkish state university, explored the motivation of repeating students in a pre-sessional English program following their previous failure. The research explored their ideal, ought-to, and feared L2 selves and the factors influencing their motivation. Data were gathered through focus-group interviews, open-ended questions, and learner journals. With confirmation from a second researcher, data were examined using qualitative content analysis, which involved initial code labeling and identifying emerging themes based on these codes to find patterns such as fear of failure and motivation for success. The findings revealed that both success and failure played pivotal roles in motivating these students. They developed a deeper understanding of language learning, personal motivation, and their own limitations. Their ideal L2 selves included successful program completion, effective global communication, a prosperous career, and fluency in English for work. They also felt a sense of responsibility to their families and feared failure across various aspects, which contributed to anxiety and a desire to avoid being perceived as uneducated. This research, focusing on the emotional aspects of second language acquisition, provides valuable insights for language learning strategies and support. (c) Association of Applied Linguistics. All rights reserved