Dynamic and Stable Motivation Patterns in Intensive Second Language Learning: Insights from a Russian Summer Immersion Program

Understanding what shapes student motivation is essential to improving second language (L2) programs. While motivation is among the widely studied individual differences (IDs) in second language acquisition (SLA), research has largely focused on commonly taught languages, limiting broader applicability. This mixed-methods study, grounded in Dynamic Systems Theory (DST), explores the motivational development of learners studying a less commonly taught language (LCTL), Russian, during an eight-week summer immersion program. Data were collected from 52 students across four instructional levels. Motivation was assessed through two brief online surveys, developed based on research by Gardner, Dörnyei, Lanvers, Thompson, and others, and administered during Phases 1-5, followed by fall semester interviews. Although students’ motivational profiles varied, particularly at Level 1, overall motivation remained relatively stable, with several interviewees noting that the program made their goals feel more attainable. At Level 3, this was reflected in a significant change in the ideal L2 self between Phases 1 and 5. While external pressures were minimal, some participants mentioned parental preferences for “more practical” pursuits. The stability and increase in motivation may reflect the program’s strong pedagogical design, with the findings supporting the use of motivation as a proxy for instructional effectiveness.