Motivations for Authentic English Use and L2 Identity Expression through Content Sharing and Commentary on Social Media

Authors

Paul McEntee, Toyo UniversityFollow

Keywords

CALL/ MALL. Student motivation and autonomy. L2 identity expression.

Received Date

6-6-2024

Revised Date

11-28-2024

Accepted Date

12-23-2024

Publication Date

3-28-2025

Abstract

This essay explores the intersection of second language acquisition, social media engagement, and identity construction among language learners at a private university in Tokyo, Japan. Focused on understanding motivations for using English in online spaces, the research employs mixed methods to analyse social media use and motivations.

The study reveals that while students are active consumers of social media, they can use these platforms as a productive tool for language expression with proper guidance. It highlights the potential for social media to enhance language learning beyond the classroom, offering insights for educators to incorporate digital spaces into curricula effectively.

Key findings include students' reliance on extrinsic motivations, such as course credit, alongside their intrinsic desire for personal growth. Additionally, the research underscores the importance of cultivating awareness of diverse content and global issues through social media. Ultimately, this project contributes to our understanding of the relationship between technology, language learning, and student autonomy, suggesting avenues for future research and pedagogical innovation in language education.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

McEntee, Paul (2025) "Motivations for Authentic English Use and L2 Identity Expression through Content Sharing and Commentary on Social Media," Japanese Society and Culture: Vol. 7, Article 8.
DOI: 10.52882/2434-1738-0708
Available at: https://gensoken.toyo.ac.jp/japanese-society-and-culture/vol7/iss/8