Has Our Motivation to Use English Globally Changed During Covid-19?

The chapter examines the pivotal role of the English language in the global economy and its significance as a lingua franca, underscoring the benefits of English proficiency for both economic and social development. It delves into the multidimensional model of the L2 Motivational Self-System (L2MSS), developed by Dörnyei, which explores the motivations behind learning a second language, particularly focusing on the Ideal L2 self-guide and the Ought-to L2 self-guide. The study investigates how the COVID-19 pandemic and the subsequent shift to online learning have influenced the motivation of non-English major students to learn English. Through a comprehensive analysis of data gathered from nearly 300 students at the University of Slavonski Brod, the research reveals that online English language learning experiences have positively correlated with instrumentality-promotion motives, particularly those related to future career goals. The findings are compared with pre-pandemic research, highlighting a shift in motivation from educational advancement to career-oriented goals. The chapter also discusses the reliability and validity of the L2MSS questionnaire, providing a robust framework for understanding the motivational dynamics in second language acquisition. The results offer valuable insights into how educational disruptions can reshape language learning motivations, contributing to the broader discourse on the impact of digital learning environments on educational outcomes.