L2 motivation is considered an important factor for successful language learning. Hence, many language learning research studies are conducted with the aim to explore how to effectively motivate L2 learners for their English learning. While the general direction of exploring how to effectively motivate L2 learners is no controversial, it is a much more complicated matter to identify which motivational theories suit a particular kind of learners more, since there is a vast variety of motivational theories. Hence, there seems to be a need to target a particular kind of L2 learners (e.g. college L2 learners in Taiwan) and examine which motivational theories suit this target group of L2 learners the best before we move on to discuss how to effectively motivate these L2 learners. In other words, this study focuses on how to identify, out of the vast L2 motivational theories, more appropriate theories to include in researching college learners' L2 motivation in Taiwan.
48 participants participated in this preliminary exploratory study by filling out an open-ended questionnaire which explores the factors that influence their L2 motivation. From the answers these participants wrote in the questionnaire, certain motivational theories were identified and a motivational framework based on this target group of L2 learners was designed as well. In particular, this study has identified that a substantial amount of learners find 'employment opportunities' a very influencing factor for their motivation. In addition, influences from the learning situation, such as teachers, peers, parents were also considered important. At the end, implications for further study as well as classroom practices will be discussed.