Transitional L2 Learning Motivation: The L2 Motivational Dynamics of English-Major Students During the Transition from Chinese Secondary to Tertiary Education

This paper explores the motivational dynamics of second language (L2) learners transitioning from high school to university. Within the L2 motivational self system, different L2 learning experiences and their roles in shaping self-guide development are addressed. Guided by a retrospective qualitative design, two Chinese first-year English-major students shared their distinct motivational trajectories through visual imagery drawing tasks and narrative interviews. Thematic analysis revealed a conceptual framework of transitional L2 learning motivation. Students’ meaning-making of transitional L2 learning experiences influenced the fluctuations in self-guides. This influence was mediated by students’ L2 learning responsibility, self-efficacy and interest, personal relevance of L2 competence, and perceived social norms. These mediators synergised and intertwined to generate the non-linearity of motivational dynamics. This research advances the conceptualisation of transition-year students’ L2 learning motivation, integrates visual and verbal qualitative data, and calls for appropriate pedagogies, curriculum reform, and training programmes to sustain continuous English learning motivation throughout the school-university academic transition.