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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Cambria', serif; color: black;">This study investigates L2 and L3 motivation, through the application of D&ouml;rnyei&rsquo;s seven motivational constructs identified in a longitudinal study by D&ouml;rnyei et al. (2006). These motivational components fall within the framework of the L2 Motivational Self System that was developed to offer a more self-based understanding of language motivation. This research aims to unravel Hungarian secondary school students&rsquo; L2 and L3 motivational disposition based on the Partial Least Squares Structural Equation Modelling (PLS-SEM). The study involves 134 Hungarian high school students, speakers of L2 English and L3 French, who are enrolled in a Hungarian-French bilingual program. Participants were administered the Language Experience and Proficiency Questionnaire, a language motivation questionnaire, an English proficiency test, and a French proficiency test. The findings reveal a complex motivational profile, where students, despite being enrolled in a French bilingual program, exhibited greater motivation towards learning English, due to its global dominance across various platforms, social media, and educational resources. The study yielded different results regarding the different motivational constructs originally defined by D&ouml;rnyei et al. (2006), as some discrepancies were observed in factor loadings which consequently created a difference in the motivational models subsequently developed.</span></p>

ltrq.2025.53.04.pdf

Original Research 

ltrq.2025.53.04.xml

Language Learning Motivation in Trilingual Hungarian Learners: A Partial Least Square Structural Equation Modeling Analysis of Dörnyei’s Motivational Dimensions