Gardner and Dörnyei’s Motivational Theories in Writing 21st Century Types of Poetry

This study sought to investigate the effect and applicability of motivation in the attainment of L2 writing competency through writing 21st century types of poetry. It was guided by theories in L2 motivation, particularly Gardner’s Socio-educational Model of Second Language Acquisition and Dörnyei’s L2 Motivational Self System (L2MSS). Furthermore, this study was a mixed methods research employing the Questionnaire Variant of the Convergent research design; this resulted in a two-part questionnaire with quantitative and qualitative items. The respondents of the study were 100 Grade 11 students from 4 academic strands of a basic education department of an autonomous university in Lucena. There were two main assumptions: (1) motivation plays a big role in the attainment of proficiency in writing in the second language through poetry making; and, (2) aspects, most notably motivation, ideal L2 self, motivational intensity, and others within Gardner’s theory and AMTB, and Dörnyei’s L2MSS are applicable and present in the local context. The validity of these assumptions were tested, through the results of the questionnaire and content analysis of poems created by the respondents. It was found that constructs of Gardner’s theory and AMTB, and Dörnyei’s L2MSS, were applicable in the local context. Also, motivation has some effect in the attainment of proficiency in L2. It is recommended that: Motivation be maintained through worthwhile L2 activities that will maintain student’s interest and also that researchers must study motivation in L2 learning in the local context in order to broaden local literature on the topic.