Motivational variability in L2 learning: A comparative study of high- and low-variability learners

Abstract

This study examines motivational variability in second and foreign language (L2) learning by comparing (de)motivational factors among high-variability (HV) and low-variability (LV) learners. Using data from 33 undergraduate English education majors, the study analyzes motivational changes across different school levels through motigraphs (tracking motivation from grades 3 to 12) and reflective essays. HV and LV groups were categorized based on the standard deviation of their motivational scores, and the essays were analyzed using a grounded theory approach. Findings indicate that LV learners maintained stable motivation by actively engaging in English use experiences, such as speaking, writing, and peer teaching, which served as protective factors against demotivation. In contrast, HV learners relied on cognitive and contextual factors, and the absence of affective or experiential engagement appeared to heighten their vulnerability when facing academic setbacks. The results highlight the importance of integrating cognitive learning with emotional engagement to sustain L2 learning motivation. The study suggests a need for educational strategies that promote interactive, experience-based learning and resilience development to mitigate motivational changes over time.