Perspectives on Factors That Support and Hinder Learner L2 Motivation in an Emergency Remote Learning Environment

Motivation remains a highly researched area for many academics within English language teaching.A motivated learner would do well in the L2 classroom but teachers should not presume and with a wealth of distractions in today's society, something could cancel out the strongest motivational tendencies (Mercer & Dörnyei, 2020).The COVID-19 pandemic led institutions to significantly change the way lessons were delivered by being conducted online.Furthermore, uncertainty and anxiety were likely dispositions as learners face ongoing challenges in emergency remote learning (ERL).This study highlights the factors affecting university learner L2 motivation in ERL from teacher and learner perspectives.Surveys were carried out with 11 teachers and 18 students participating.For further clarifications, three participants from each data set were chosen.Results showed similarities from both data sets in supporting factors, with teacher behaviour and approaches being a prevailing factor.Hindrances differed with teachers siding with a lack of a pleasant and supportive online atmosphere whereas a lack of a stimulating and enjoyable learning environment was selected by learners.Qualitative data showed both data sets favouring how teachers approach lessons; furthermore, teachers leant towards promoting peer support whilst learners focused more on constructive teacher feedback to support L2 motivation in ERL. 68