While extensive research has been conducted on L2 motivation in the Hungarian context,
more studies need to be focused on international students beginning to learn Hungarian
while studying in Hungary. This article offers an explanatory investigation into the
motivational dispositions influencing the learning of Hungarian as a second language
(L2) among international students at Hungarian higher institutions. By utilizing a
mixed-methods approach, the study included 203 international students. It analyzed
components of the L2 Motivational Self System (L2MSS), including the Ideal L2 Self
, the Ought-to L2 Self , and Learning Experiences , alongside other motivational dispositions
such as cultural integration, personal aspirations, and social influences. The aim
is to address the existing knowledge gap regarding the dynamics of language learning
motivation, particularly for less commonly taught languages like Hungarian. The findings
highlight the importance of aligning language learning with students' cultural and
personal goals, revealing strong connections between various motivational factors.
Regression analysis suggests how different elements, such as the Ideal Self, Intrinsic
Motivation , and Ought-to Self , contribute to the overall motivation for learning
Hungarian. This research provides valuable insights into the complex interplay of
motivational factors, offering a more profound understanding for educators and policymakers
aiming to improve the language learning experience for international students.
