The Effect of Deliberate Learning of English Multiword Expressions on Low and High L2 Learners’ Motivation Based on the L2MSS Model

This research investigated the impact of deliberate learning of English multiword expressions (MWEs), specifically idioms, binomials, and collocations, on the motivation of L2 learners, using the L2 Motivational Self System (L2MSS) model as a basis. The study aimed to determine whether deliberate learning of MWEs would have varying effects on learners’ motivation in terms of their L2 ideal self, ought-to L2 self, and L2 learning experience dimensions. The study consisted of two phases: In the first phase, 74 low L2 proficiency learners completed an L2MSS questionnaire, and 21 of them participated in a semistructured interview to explore their motivation based on the L2MSS model. By analyzing the data using SPSS and thematic analysis, the study found that deliberate learning of the MWEs significantly enhanced the motivation of the experimental group. In the second phase, which aimed to validate the initial findings, 72 upper intermediate proficiency L2 learners completed the same L2MSS questionnaire, and 18 of them participated in a semistructured interview. The results confirmed the findings from the previous phase, as deliberate learning of the MWEs also greatly improved the motivation of the upper intermediate learners. Comparing the results of the two phases, it was evident that although learning MWEs enhanced the motivation of both low and upper intermediate proficiency learners, it had varying effects on their motivation. Low-proficiency learners primarily focused on the “ought-to” L2 self-dimension, whereas upper intermediate proficiency learners predominantly emphasized the “ideal” L2 self-dimension.