Conclusion
In consideration of motivational theories of L2 learning, the current model seems to provide support for the elaboration of L2 learning motivational theories. The two newly developed scales and the added motivational variables appear to contribute to a more comprehensive and full-scoped view of the motivation theories. Ajzen’s theory of planned behavior model was selected as the major theoretical framework because of its merits with respect to the reasonable learning sequential in a concrete structural model. To improve the measurement problem in the subjective norms and the low predictive power of intention on behavior of the TRA and the TPB, the current study was made to design two reliable and validated scales of social norms and behavioral intention with regard to language learning. The social norms variable was constructed with three indicators, each with three normative sources, in an attempt to cover a more complete dimension of this construct. The design of behavioral intention was based on Gollwitzer’s implementation intention in an attempt to strengthen the predictive power of intention on behavior by specifying what, when, where and how to learn an L2 with effectively implementable plans. These two constructs result in significant prediction of the variables they hypothesized, giving evidence of the validated design of the two scales and the importance of these two variables in L2 learning motivation research. The structural model in this study places an emphasis on the external social-oriented factors that are not perceived but are commonly recognized by others in the initial, predecisional phase, moving toward internal factors of individual’s goal setting intention in light of assessing the feasibility for them to attain their goals and the implementation intention in the preactional phase, and to finally execute the
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enacted plans with volitional strength as well as individual efforts on a series of L2 learning behavior in the actional phase.
The modification and extension of Ajzen’s TPB model in the current model highlight the generation of social, cognitive, pragmatic, affective and behavioral relationships among the factors proposed. The development of a theoretical sound and empirically applicable that focuses on learning would be an important step forward in making language teaching and learning more effective. For example, the model suggests that attitudes toward L2 learning and social norms have a direct influence on both goal intention and implementation intention; and social norms have another direct influence on self-regulatory capacity, and self-confidence on self-regulatory capacity and L2 learning behavior. The results in this study showed that the effects of social norms and implementation intention on L2 learning should be taken into pedagogical consideration in a more realistic manner. The impact of social norms have been embedded in the process of learning environment and was often assessed in natural, authentic context of learners’ experiences perceived from their significant others’ reaction whereas implementation intention may assist students with explicit training and practice in actual learning contexts. Therefore, when a teacher observes that students have positive attitudes toward L2 learning, value perceived expectations from their significant others on their study if the perceived pressure is not too stressful, and have a high value of self-confidence in second language learning, the teacher may assume that the students exhibit a high set of goal, high level of implementing plans, and high level of volitional persistence as well as exerted efforts on learning behavior.
Since the study does not really train students to execute an implementation intention language program, the results of the current study may be underestimated. Though they could manage to implement in the real classroom behavior, it could be
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reasonably expected to speculate that the positive effects might be amplified if teachers were to apply implementation intention strategically and in a context-appropriate manner.
The current model is definitely not the final one in L2 learning motivation but it provides initial support for the development of a comprehensive model elaborated and grounded on Ajzen’s (1991, 2005), Gollwitzer’s (1993, 1999) and Tseng and Schmitt (2008) model of vocabulary learning. The new design of this model contributes to a more comprehensive view of the motivational process in terms of the actional control phases. The model further distinguished goal intention from implementation intention with the latter provides significant pedagogical implications to teachers and learners.
The results imply that when a teacher observes that student exhibits higher levels of goal and implementation intention, the teacher may hypothesize they are influenced by their attitudes toward l2 learning and perceived higher social expectations from their significant others. The teacher may further hypothesize that the implementation intention will affect their subsequent following L2 learning behavior with volitional control.
Given our present model, it would be meaningful that future studies should further examine the relationships that do not display significant influences in this study. They do not present significant relationships may lie in the fact that there are several mediating factors between the external antecedents and the final mastery of L2 learning and L2 achievement. One of the most salient features of the mediating factors is the distinction of the two types of intention in the preactional phase before an individual takes actions. These two intentions do not show significant influence from self-confidence, neither does the goal intention contribute significant effects on the two types of learning behaviors, self-regulation on the tactics of L2 learning behavior,
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and the mastery of L2 learning on L2 achievement. Future research may test the validity of goal and implementation intention with respect to linguistic self-confidence. Students could be asked to evaluate the level of perceived confidence, outline their pursued goals, and to specify plans they will do to achieve the goals.
Throughout the course, student could be given opportunities to receive feedback from their significant others and to assess their progress in terms of plans achieved, effort exerted, and level of volitional strength.
In summary, this current model is a first attempt to investigate the motivational variables in different action phases situating in the second language learning context.
The findings suggest the measured constructs in Ajzen’s theory of planned behavior with the other added motivational variables in terms of Heckhausen and Gollwitzer’s action phases of the Rubicon model are applicable in the L2 learning motivation environment. It is hoped that this study will raise further attention on the relationships among motivational factors as well as in different action phases, particularly the newly constructed factors, social norms and implementation intention, as well as self-regulatory capacity and mastery of the second language. It is also expected that this study will trigger additional research to test the model and confirm the current findings.