| dc.description.abstract | In Türkiye’s educational landscape, this study explores the intricate relationship
between undergraduate English majors’ international posture, its antecedents, and L2
motivational factors. As dedicated learners focused on mastering English, this group
represents a unique lens through which to study second language acquisition. Drawing
from Yashima's concept of International Posture (IP) and employing a quantitative
approach, this research investigates undergraduate English majors’ international
attitudes and behaviors and the antecedents and motivational factors influencing their
language learning journey.
The study, conducted across various universities in Türkiye, utilizes the International
Posture Scale (IPS) and the Motivational Factors Questionnaire (MFQ) to collect
quantitative data. A sample of 602 undergraduate English majors participated in this
study. Findings reveal that Turkish undergraduate English majors need more worldwide
awareness and involvement. Instead of working abroad, they may avoid individuals
from other cultures and stay home. Participants are usually local-focused and less
international. After implementing multiple regression analysis, factors such as exposure
to English as an antecedent significantly impact their international posture profiles.
Motivational factors, including willingness to communicate, intended learning effort,
international contact, and travel orientation, emerge as crucial determinants shaping
students’ international posture. Structural equation modeling (SEM) analysis unveils a
complex interplay between these factors, wherein exposure to English is a catalyst for
enhancing motivational elements and international posture.
This study contributes valuable insights by creating a context-specific model for the
second language education field and offering a nuanced perspective of the relationship
between international posture, antecedents, and L2 motivational factors among
undergraduate English majors in Türkiye. The findings denote the significance of
rethinking educational curricula and support systems to foster a more inclusive,
internationally aware, and culturally competent student population. Addressing these
concerns is essential for preparing future professionals to navigate and contribute to
their country effectively in a globalized world | en_US |
