We find ourselves at a pivotal moment where the role of generative AI and other technological tools is reshaping the way we teach and learn languages. The question that lies before us is not whether these innovations will shape the future, but rather how we, as educators, will harness their potential to create meaningful and effective language instruction.
The title of our conference, No Fate: The Future is Not Set, underscores our belief that the future is not predetermined. We hope that our conference will serve both as a platform for collaboration and a catalyst for change as it is via the collective effort of educators, researchers, and innovators that the trajectory of language teaching and learning will be determined. By fostering collaboration, sharing insights, and pushing the boundaries of what is possible, we can shape the future of language education.
Motivation plays a crucial role in directing individuals’ language acquisition process and determining learning success. Dörnyei’s L2 Motivational Self System (L2MSS) has been the dominant framework adopted by researchers to scrutinise the motivations among language learners. However, most studies were conducted in traditional language learning classrooms. Investigation into the blended learning environment, especially in the post-pandemic era where digital teaching has been increasingly popularised in higher educational institutions has been lacking. This study recruited 188 Chinese second language (CSL) learners at a Chinese university to deepen the understanding of L2 learners’ motivational selves and influencing factors. A newer ‘anti-ought-to L2 self’ was added to enhance the self-concepts in L2MSS. This study examined the extent to which intended learning effort, attitudes towards the L2 community and pedagogical factors concerning teachers, peers, and classroom atmosphere predict learners’ motivational selves. The research design is a mixed-methods study that employs a questionnaire and semi-structured interviews. A series of quantitative and qualitative analytical methods, such as one-way ANOVA and thematic analyses were applied to address the research questions. Findings revealed that the ideal L2 self was the most prominent motivational disposition among participants in the blended learning environment. The three motivational selves were significantly shaped by their efforts in Chinese learning, attitudes towards the L2 Chinese community, and the pedagogical context. Additionally, demographic variables such as student type (i.e., degree-seeking, exchange and others), employment status, and multilingualism were found to contribute to learners’ motivational differences. The theoretical significance of this study lies in its effort to consolidate the constructs of L2MSS by adding voices from languages other than English learners, while from a practical perspective, it aims to offer CSL pedagogical workers practical solutions to maintain and promote students’ motivations in the blended learning environment.
