Research on motivation can be linked to the European language policy which outlines that all EU citizens should master two languages in addition to their mother tongue (L1). English is almost exclusively one of these languages in addition to the mother tongue. Not surprisingly, research on motivation in second language acquisition has mainly focused on English (Boo et al., 2015). For example, between 2005 and 2014 over 70% of all empirical studies conducted investigated motivation to learn English (Boo et al., 2015). In addition, research on learning a second language has mostly investigated motivation among school-age learners, for whom foreign language learning is often obligatory, and only a limited number of studies focus on the motivation to learn other language than English (LOTE) in higher education (Howard & Oakes, 2021).

However, in the last decade, research on the motivation to learn LOTEs has increased. In this field of research, it has been noted that motivation to learn languages other than English differs from learning English which is a routine part of education whereas learning a LOTE is more likely a decision stemming from personal choice (Dörneyi & Al-Hoorie, 2017). Against this background, this study aims to explore students’ initial motives to study Dutch in higher education.

To be able to understand students’ motivation to study Dutch as a foreign language at Stockholm University, an anonymous survey was distributed to students who had just started their studies at the university. Between 2020 and 2023, data from a total of 218 students was gathered on their motivation to study Dutch. The theoretical framework Second Language Motivational Self System (L2MSS), developed by Dörneyi (2005, 2009), served as a starting point for the study. The ideal L2 self has proved to be an important component in L2MSS, encompassing a desirable self-image and the envisioned future self in relation to L2 learning, which has been linked to the learning of English. However, Ushioda (2017) suggests that a linguistic multi-competence framework would offer an alternative approach with regard to the LOTE learner or user which focuses on the motivation to learn various languages. As a matter of fact, previous research on LOTEs shows that the component the ideal multilingual self can serve as motivation (Ushioda 2017; Henry 2017; Henry & Thorsen 2018). This is also confirmed in our study where some students expressed a wish to learn multiple languages resonating with the ideal multilingual self, whereas other students mentioned sheer satisfaction in learning Dutch as their motivator which can be linked to the L2 ideal self. Ultimately, research on motivation can support the development of relevant curricula and teaching methods for learning a LOTE that better meet the needs of higher education students.

The qualitative answers of the 218 students in the survey were analyzed in accordance with an inductive Thematic Analysis suggested by Braun and Clarke (2006). The choice for applying a qualitative design-based questionnaire with open questions was that this method allowed us to reach inductive and open explorations of initial motives, from a relatively large number of individuals, in order for the students to express their motives in their own words (Kvale, & Brinkmann, 2009). The data analysis involved five stages. In the first stage, we familiarized ourselves with the data by reading and re-reading students’ descriptions of their motives. In the second stage we generated initial codes by defining the meanings on which they rested. In the third stage the most significant and frequent codes were selected, organized, and synthesized in order to propose themes. In the fourth stage, we reviewed themes by checking whether they reflected and represented both the initial codes and the entire data set. In the fifth stage we defined and named the themes. In order to increase the trustworthiness of the data analysis, first, each author performed the initial coding individually, enabling us to compare and discuss each other’s coding later. We also had frequent discussions regarding our organization and synthesis of the data into integrative conceptualizations.

Using the Thematic Analysis outlined above, the following four overarching themes were identified reflecting students’ motivation to learn Dutch: (1) coming closer to one's desirable self; (2) building relationships; (3) career advantage; (4) migration. The first theme captures both the multilingual ideal self and the ideal L2 self in statements by students such as: “Languages is my great interest. I have studied several languages, but not Dutch so now I thought it's time to do that too.” or “I want to learn Dutch since I want to be a part of the Netherlands”. These two statements are clearly linked to one’s own personal desire. The other three themes suggest an instrumental approach to language learning, i.e. by acquiring the language other goals can be achieved such as boosting a career: “Because I might want to continue my studies at the Department of translation studies”. Migration to the Netherlands or Belgium is also a motivator to learn Dutch: “I am currently studying abroad in Amsterdam and thinking about potentially moving here.” Moreover, a frequent theme linked to motivation is building relationships, mostly pointing to a romantic relationship with a partner where knowledge of the language underscore seriousness in the relationship: “My partner is from Belgium and we want to be able to speak Dutch at home with our future children.” Furthermore, only few students mention taking part in a university programme as a motivator to study Dutch. Almost a third of the students in the survey describes their motivation to learn Dutch, never taking part in a university programme where the term studying a language would be more likely used. This may indicate a misunderstanding of the content of the language study programme, as literature and linguistics are also part of the programme, not merely language acquisition.

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