Strengthening student L3 LOTE motivation through LX-inclusive translanguaging practices

This exploratory mixed-methods study investigated the impact of cross-linguistic, repertoire-inclusive translanguaging practices on third language (L3) motivation within Japanese university English (L2) classrooms. While the global emphasis on English often marginalises Languages Other Than English (LOTEs), translanguaging treats linguistic repertoires as interconnected resources, potentially mitigating L3 demotivation. Employing a quasi-experimental pre-test/post-test design across two intact classes (N = 61), this research contrasted an English-only environment with a treatment group required to integrate their L3 into oral presentations, aiming to reposition the L3 from an abstract academic requirement into a tangible component of the self-concept. Quantitative results revealed a statistically significant interaction effect (F(1, 59) = 8.51, p = .005, ηp² = .13) on the Ideal L3 Self in favour of the treatment. Qualitative reflexive thematic analysis further suggested that while the contrast group framed L3 acquisition as a distant, exam-bound aspiration, the treatment group expressed an immediate, communicative drive toward authentic interaction. These findings offer preliminary empirical support for the role of cross-linguistic task design in bridging motivational distance and enhancing the plausibility of future multilingual self-guides in higher education.