Üçüncü dil öğrenenlerin motivasyonel benlik sistemi: Türkiye bağlamında bir çalışma

This study investigates the L3 Motivational Self system of German, French, and Russian learners studying in the English Language and Literature department at a state university in Türkiye. A mixed-method research approach was adopted in the study, and the study was divided into three stages. In the first stage, data for the L3 course satisfaction levels of the L3 learners were collected through an online survey with the participation of 90 students studying German, French, and Russian as their third language. In the second stage, quantitative data regarding their L3 motivational self system were collected from 158 students studying in the same department using a 52-item questionnaire. In the last stage of the study, 18 students from different language groups and levels of education were invited for semi-structured interviews. In the quantitative analyses, descriptive and inferential statistics were used. In the qualitative phase, 12 questions were forwarded to interviewees, and the findings were examined using thematic analysis method. The findings showed that most of the subscales of the L3MSS Scale had significant correlations. Moreover, German learners were found to have low satisfaction mean scores in their German courses, while French and Russian learners had high satisfaction mean scores in their respective L3 courses. Furthermore, the mean scores of the ideal L3 self of all language groups were above average. On the other hand, the mean scores of the learners' ought-to L3 self were found to be the lowest. While French and Russian learners had above-average mean scores in the L3 learning experience, German learners had below-average scores. Additionally, significant differences were observed between the language groups, levels of education, and between male and female learners. The findings revealed that in L3 learning situations, the ideal L3 self and L3 learning experience significantly contributes to L3 motivation.