Dynamic motivation under uncertainty in learning Turkish as a foreign language: A mixed-methods perspective
Learning and Motivation, cilt.93, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 93
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.lmot.2026.102250
- Dergi Adı: Learning and Motivation
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, BIOSIS, Education Abstracts, Educational research abstracts (ERA), Psycinfo, Social Sciences Abstracts
- Anahtar Kelimeler: Gender differences, Language learning motivation, Language proficiency level, Psychosocial factors, Turkish as a foreign language
- Atatürk Üniversitesi Adresli: Evet
Özet
Motivation in second language learning is increasingly understood as a dynamic, context-sensitive process shaped by uncertainty, such as unpredictable communicative demands and shifting sociocultural expectations. Using this uncertainty-informed perspective as an interpretive framework (rather than a directly measured construct), this study examines learners of Turkish as a foreign or second language across three motivational dimensions – instrumental, intrinsic, and cultural – and explores how motivational patterns vary by learner and learning conditions. We used an explanatory sequential mixed-methods design. Quantitative data were collected from 307 international students using a 22-item, five-point Likert scale and analyzed in SPSS 28; qualitative insights were drawn from open-ended responses and analyzed in MAXQDA 2022 to contextualize statistical patterns. Female learners reported higher overall motivation than males, with the most pronounced differences in instrumental motivation. Motivation also varied by proficiency level: intermediate learners (B1–B2) demonstrated higher motivation than advanced learners, particularly at C1, indicating stage-sensitive differences in motivational intensity across proficiency levels. Qualitative findings supported these results, showing that opportunities to communicate in Turkish and social or pedagogical support (from teachers and peers) sustain motivation, while limited practice and contextual barriers undermine it. Overall, motivation for learning Turkish appears multidimensional and dynamically shaped by how learners interpret and manage uncertainty in their learning environments, highlighting the need for balanced individual, social, and pedagogical support.