The influence of international online distance learning experiences on L2 motivation and ideal L2 selves of master students in language education

During the Covid-19 pandemic, many international students have chosen to pursue their postgraduate studies through online distance learning while residing in their home country. This qualitative study investigated the influence of international online distance learning experiences on the language learning motivation of language education master students and their future self-images as language learners and language teachers. Data about the academic, technological and sociocultural aspects of these students' online distance learning experiences were collected from six participants through six hour-long semi-structured interviews. The findings indicated that, first, the academic aspect of the international online distance learning experience had the most powerful impact, followed by the technological and sociocultural aspects. Second, the international distance learning experiences exerted a mixed impact on L2 motivation, with the negative influence overshadowing the positive one. The influence of these experiences on the formation of the participants ideal L2 learner and teacher selves was more positive, and the impact was greater on the participants' ideal L2 teacher identity than their ideal L2 learner identity. These findings have several implications for improving online pedagogy and supporting language education students. Further research could focus on the lasting influence of international distance learning on L2 learning.