Navigating Motivational Fluctuations in Learning Languages Other Than English: The Role of Learning Experience in Shaping L2 Self‐Guides

ABSTRACT Motivation research has traditionally prioritized English over languages other than English (LOTE), leaving gaps in understanding LOTE learning motivation, and its unique dynamics. This study addresses these gaps by investigating the fluctuating motivational dynamics of Chinese learners studying LOTEs and examining how their learning experiences shape their ideal and ought‐to L2 selves. Using longitudinal qualitative data from seven participants within the L2 motivational self system (L2MSS) framework, the findings reveal a complex, non‐linear trajectory. Learners initially faced motivational decline due to academic challenges and doubts about LOTE's practical value. However, a recovery phase emerged, catalyzed by accumulated positive learning experiences, including support from teachers and peers, which helped learners realign their language selves with personal meaning and intrinsic goals. These shifts embedded in the learning experience further led to the development of more personally meaningful ideal L2 selves and a strengthened ought‐to L2 self, contributing to the fluctuating motivational dynamics. This study thus expands understanding of LOTE motivation in China by emphasizing the essential role of learning experiences in the evolution of L2 selves, highlighting the value of promoting various facets of learning experience to sustain LOTE motivation.