Motivational Dynamics in a Multilingual Context: University Students’ Perspectives on LOTE Learning

Interest in language learning motivation has been growing recently, particularly in multilingual contexts where individuals acquire additional languages beyond English. Despite increasing the focus on multilingualism within second language acquisition (SLA) research, less research focuses on the motivational dynamics of multilingual speakers in learning languages other than English (LOTE). Addressing this gap, the present study investigates the complex motivational factors influencing multilingual university students in learning French as an additional language and other languages (LOTE) within the Belgian context. The participants consisted of 121 multilingual university students who were learning French as an additional language and LOTE. Data were collected through questionnaire and semi-structured interviews, and analyzed using both quantitative and qualitative methods. Findings revealed that multilingual learners' motivation is multifaceted and dynamic, shaped by a combination of intrinsic interests (e.g., cultural appreciation, personal growth), extrinsic goals (e.g., academic and career aspirations), integrative motives, and prior language learning experiences. The study also sheds light on the overlapping and evolving nature of motivational patterns and provides nuanced insights into LOTE learning motivation within multilingual university settings.