The study stemmed from a continuing interest in the change in motivation of L2 learners who experience contextual shift using the possible selves framework (Dornyei, 2005). Specifically, it investigated the changes in the L2 motivational system of two South Korean university students in the Philippines. Using grounded-theory method, the two students were interviewed about their language learning experience prior and during the study abroad context. The findings demonstrated that the environment shift had influenced changes in their L2 motivational system. Although the learners' learning profiles were not identical, evident traces of positive motivation were present in their individual narrations. Furthermore, their L2 goals, perception on English language learning and the target community are what contributed to the changes in their L2 motivational system. The participants' statements also featured several traditional intrinsic and extrinsic factors that influenced their L2 self-images at varying levels. Moreover, the changes in the participants’ ideal L2 self as a competent English user appeared to be temporary because of the uncertainties that their national duties pose to their professional ambitions. The study also demonstrates the existence of L2 self in Korean learners.
The motivational evolution in EFL to ESL shift: A case of two Korean education migrants in Manila