L2 Motivation and Digital Technologies

This chapter uses Self Determination Theory (Deci & Ryan, 1985) as a lens through which to review research describing motivational influences associated with digital technologies. Motivational effects are traced to pleasure generated in technology use (intrinsic motivation), and to the satisfaction of three basic psychological needs that generate and sustain high-quality motivation; the manner in which digital technologies enable learners connect to others (relatedness), experiences of agency and independence in using the L2 in digital spaces (autonomy), and the generation of linguistic self-confidence (competence). Adopting an interdisciplinary position, it is suggested that in addition to understanding the effects of these “psychological nourishments” (Rigby & Ryan, 2017), there is need for broader conceptualizations of motivational influences. Three concepts with particular relevance to L2 motivation are identified: the development of L2 vision through learners’ engagement with digital media, influences stemming from appraisals of verisimilitude when a digital technology forms a part of learning, and the effects of personal validation seeking when L2 media is created in networked environments.