ABSTRACT
Over the past decade, the literature on language learning motivation has been largely dominated by global English, which has prompted calls for a shift in focus to learners of Languages Other Than English (LOTEs). This chapter reports on a small-scale qualitative study which investigates the language learning motivation of multilingual university students in Estonia and Hungary, learning various LOTEs. Interviews were conducted to explore LOTE learners’ perception of multilingualism in the era of global English, their motivation to start studying (an)other foreign language(s), their learning goals, and their language learning experience. Data were analyzed using qualitative thematic analysis following Dörnyei’s Second Language Motivational Self-System (L2MSS) model and Henry’s ideal multilingual self. The findings suggest that the ideal multilingual self as well as the LOTE learning experience were critical in developing and maintaining students’ motivation in both countries. Furthermore, integration into the target language community and culture contributed to shaping participants’ ideal L2 self. The role of the language teacher was also highlighted in the data.
