AN INVESTIGATION INTO THE RELATIONSHIP BETWEEN UNDERGRADUATE ENGLISH MAJORS’ INTERNATIONAL POSTURE AND L2 MOTIVATIONAL FACTORS IN TÜRKİYE

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