1. Introduction

This chapter introduced the significance of motivation in the field of language learning, especially L2 motivation, and discussed the contextual information of the study, including the educational goals and training objectives of the language-focused experimental class project at a university in China.

2. Literature Review

This chapter discusses the definition and theories of L2 motivation, including the concepts proposed by Gardner and the L2 Motivational Self System (L2MSS). It also explores the research on the influence of group members and L2 motivation, particularly focusing on the possible selves theory and the L2 learning experience. The chapter also examines the under-researched topic of the L2 learning experience and the need for further exploration of peer influence and group dynamics in L2 motivation.

3. Research Design

This chapter discusses the research design for investigating the effect of peers on L2 motivation. It outlines the research questions, participant criteria, data collection method, research instrument, and data collection and analysis process. The study is designed as a small-scale qualitative research project, and participants were recruited from the experimental class project. Semi-structured interviews were conducted to gather in-depth perspectives of participants regarding L2 motivation and peer influence. The interviews were audio-recorded, transcribed, and analyzed using thematic analysis. The research instrument was based on the L2 Motivational Self System framework in order to explore how peers may affect learners’ L2 motivation.

4. Results and Discussion

F];

I also participated in quite a few English learning activities, but to be frank, students in those activities were more casual and English learning was not the major issue in their life. After I entered the experimental class, I found that my classmates around me all took learning English as a very serious responsibility, which is conductive and helpful to me. (Alex, Graduate student)Alex attributed his motivation to his classmates’ serious attitudes toward language learning. It is consistent with Tseng and Dörnyei (2018) who argued that having classmates with whom students share similar interests could promote students’ persistence and level of aspiration, which in turn enhanced their L2 motivation. Therefore, social identification could be conducive to the formation of the ought-to L2 self and can exert a subtle influence on students’ learning motivation through interplay between the social context and individual interpretation. 4.2.2 Obligation to Help OthersA distinctive way in which students enhanced their sense of obligation to learn L2 under the influence of peers was a perceived need to help others. According to some participants, their classmates’ poor English proficiency, but strong desire to improve, was an impetus for the successful students to develop their own language learning as a sense of responsibility. For example, Linus declared:I surrounded myself with people who need help with their oral English. Now I found that I am more willing to deal with language-related jobs and become more patience to those who need help. I like to work as a teaching assistant because I enjoy discussing issues with others and I want to share my experience with them. This increases my chance of being selected by others, and this chance depends on my language skills. (Linus, 3rd-year student)According to Ryan and Deci (2000), a sense of responsibility indeed assists learners to fulfill their obligation. The social context of the experimental class stimulated Linus to articulate the obligation to be a language helper. This obligation, formed through interactions with classmates, not only accorded with his perceived responsibility, but also facilitated development of his language proficiency.

5. Conclusion

This chapter discussed the findings of the study, highlighting the influence of peers on L2 motivation and the long-term sustainability of this influence. The limitations of the study were also acknowledged, particularly in terms of the research method and sampling. The chapter concluded with pedagogical implications, suggesting strategies to enhance learner group cohesion and improve the curriculum. Additionally, it proposed directions for future research, including exploring the long-term effects of peer influence on L2 motivation and investigating the interrelationships among various aspects of the L2 learning experience.