The Role of Motivation and Socio-Cultural Factors in Learning English as a Second Language: An Auto-ethnographic Study

The Role of Motivation and Socio-Cultural Factors in Learning English as a Second Language: An Auto-ethnographic Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Role of Motivation and Socio-Cultural Factors in Learning English as a Second Language: An Auto-ethnographic Study Andile Jideani This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7649876/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This article presents the results of an autoethnographic study that examined the role of motivation and socio-cultural factors in learning English as a second language. Reflective autobiographical story, focus group conversations, and letter writing were used to generate data. Socio-Cultural and Motivation theories underpinned the study; data were analysed through Critical Discourse Analysis and Thematic analysis. In interrogating my experience with English as a second language learner, I discovered that it was both necessary as an academic and social endeavor, requiring much motivation. The study recommends that English second language teachers engage in self-reflection, as that may help them learn from their previous learning and teaching experiences; thus, improve their future practices. 1. Introduction Learning English as a second language provides significant advantages in today's interconnected world. It enhances cognitive abilities like memory and focus and strengthens crucial executive functions like mental flexibility (Ibrahim & Hashim, 2021 ; Haufiku et al., 2022 ; Poerwandari, 2021 ). This development of cognitive skills translates into broader benefits for learners in various aspects of their lives. Vygotsky's (1978) theory underscores the vital role of social interaction in language acquisition. The latter scholar also highlights how learning a second language facilitates interactions with diverse individuals, promoting cultural understanding and empathy. This implies that learning allows learners to understand different perspectives, customs, and worldviews. Dehghanzadeh et al. ( 2021 ) further note that this is not an isolated process as it affects different aspects of society, which include relationships, social institutions, and families. Moreover, Social institutions have a massive impact on learning a second language; hence, motivation becomes critical. In the same way, Martínez and Mejía ( 2020 ) add that English proficiency is essential for global communications and academic success as it has become a widely adopted lingua franca in almost every country, facilitating interaction in an increasingly interconnected world. As such, the 21st century's increased global connectivity has made English the dominant language for many people worldwide (Balouchi & Samad, 2021 ; Beard, 2018 ). My journey in learning English as a second language was directly and indirectly influenced by different aspects of society, such as family, community, church, and school. Throughout my journey of learning English as a second language, I realized that Learning English as a second language (ESL) is not just about grammar and vocabulary; it is influenced by motivation, such as the desire to study, career goals, and personal confidence. It is also influenced by socio-cultural context, such as identity, family expectations, peer influence, and culture shock. As a result, studying these factors helps us understand why some learners succeed while others struggle to acquire a second language, even when taught under similar conditions. Furthermore, research consistently shows that integrative and instrumental motivation are key to learners’ willingness to speak and engage using the target language and fluency development (Gardner, 1994 ; Gardner, 2010 ). Hence, my study adds to this by exploring how motivation operates in real life, through personal experience. Additionally, Glǎveanu ( 2021 ) notes that some socio-cultural factors are often overlooked and that may limit learners from multilingual or disadvantaged backgrounds as they may face invisible barriers such as stigma, language anxiety, or identity conflict. On such basis, my study helps highlight those hidden influences, especially valuable for curriculum designers and teachers. Exploring this study through the lens of auto-ethnography, the method is powerful because it explores the researcher’s lived experience in rich detail (Bochner, 2017 ; Canagarajah, 2012 ). It also brings a human voice to academic research and allows readers to relate emotionally and personally. Hence, my use of auto-ethnography helps personalise what is often treated abstractly in theory (Custer, 2014 ). Furthermore, the study is based in a multilingual context like South Africa, which adds significantly because English is often taught as a second or third language, and learners face multiple cultural and linguistic pressures. Based on that, educational inequality means that motivation and social context have a major impact on language acquisition. This study, therefore, explores the role of motivation and socio-cultural factors in this context. I look at the role of motivation and socio-cultural factors in learning English as a second language through the lens of auto-ethnography to answer the following questions: What role do motivation and sociocultural factors play in my learning of English as a Second Language? How can the awareness of the role of motivation and socio-cultural factors in learning English second language offer possibilities for my future teaching of English as a second language? Socio-Cultural and Motivation theories are discussed in this context. 2. Theorising Learning English as a Second Language As a lens through which the study is assessed, socio-cultural theory highlights the crucial role of society and interaction in individual development and learning (Mahn, 1999 ). It emphasises how cultural influences and social interactions shape a person's growth within their environment and that an individual’s cultural development is social and individual (Pathan et al., 2018 ; Potier & Givens, 2023 ). The socio-cultural approach originates from the work of Vygotsky and Cole ( 1978 ), who highlight the role of the social environment in learning. There is an interrelatedness between this theory and auto-ethnographic research as it deals with the impact of culture on developing and learning a second language (Shabani, 2016 ; Haufiku et al., 2022 ). This is relevant to this study as it explores the researcher’s experiences by examining and critiquing the culture of his/her community, in this case, my experiences in how my surroundings affected my learning of English as a second language. The socio-cultural theory focuses on different constructs, the Zone of Proximal Development (ZPD), mediation, and scaffolding. used in teaching English grammar, particularly at the high school level (Sarmiento-Campos et al., 2022 ; Vygotsky & Cole, 1978 ). ZPD is the level where individuals learn independently and through the assistance of more knowledgeable others (MKO) (Enciso, 2020 ; Vygotsky & Cole, 1978 ). This refers to the space where the MKO, who may be a teacher or parent, assists the learner in learning a second language (Sarmiento-Campos et.al, 2022 ; Scott & Palincsar, 2013 ). For example, my aunt, teachers, and senior learners directly and indirectly contributed to my learning of English as a second language. Lantolf et al. (2020) also highlight the importance of ZPD in this process because other aspects of the language are acquired informally outside the classroom. However, key aspects are acquired in the classroom. In contrast, if the learner learns the language independently, without the assistance of MKOs, mistakes may not be corrected (Glǎveanu,2021; Rossiter, 2021 ). When learners learn on their own, personal roles and motivation are involved. Sarmiento-Campos et al. ( 2022 ) assert that mediation, another construct in this process, unites all aspects of socio-cultural theory as humans interact with the world through symbolic and physical mediating tools. Language, as the most potent symbolic tool, facilitates human connection to the world, others, and themselves (Glǎveanu, 2021 ; Panhwar, 2016). This makes English key in connecting people globally, highlighting its significance as a mediating tool (Tylka et al., 2023 ). This suggests that English second language learners use it as a tool to interact with different stakeholders of society, such as family, friends, teachers, and neighbors while learning. For instance, my experience of learning the language was through a few words, initially seeking to understand their meaning and communicating with different people. This highlights society's informal role in the learners’ learning of a second language (Eun, 2023 ; Lantolf & Minakova, 2021). Scaffolding is an instructional method that uses various techniques to support learners, gradually increasing their independence (Hall, 2007 ; Jamali Kivi et al., 2021 ). It involves cooperative learning activities that offer assistance, often through cooperative learning, to help learners accomplish tasks they could not do alone (Martínez & Mejía, 2020 ). For instance, teachers use specific techniques to build upon existing knowledge, like using known words to construct sentences, within a curriculum-driven school environment (Balouchi &Samad, 2021 ). For example, when I knew some English words, the teacher would need to scaffold from that level and lead me to use such words to construct different sentences. In such a case, the teacher plays the formal role of a subject teacher in the school environment and is expected to follow a specific curriculum to teach learners (Enciso, 2020 ; Tylka et al., 2023 ). Motivation is an important concept in learning a second language. Motivation Theory Motivation refers to reasons for behaving in a certain way or the motive behind doing something (Gardner, 1975 ; Gardner, 2010 ). In addition, Johnson ( 2017 ) highlights the role of motivation as an important factor in learning a second language. Moreover, Gander’s motivational model identified four factors in learning a second language. Several factors influence second language learning, which include social beliefs and behaviors, cultural adoption of the target language, individual motivations, and the relevance of the language to the learner's environment. An individual learner refers to someone intending to acquire a target language with personal reasons for learning that language. For a second language learner to be motivated to learn the language implies that a personal role drives him/her. Gardner's theory of second language motivation distinguishes between integrative and instrumental motivation (Gardner & Tremblay, 1994 ). Integrative motivation involves learning a language to connect with its people and culture, while instrumental motivation focuses on achieving practical goals or benefits. This means I was instrumentally motivated to learn English to achieve my goals. As a result, I was influenced by formal roles because I saw how different institutions hold people fluent in English in high regard. In this context, studies reveal that learners’ motivation is also instrumental, which means they are also motivated by the desire to achieve specific goals over and above cultural motivations (Gardner & Tremblay, 1994 ). This is because many learners indicate that their motivation for learning English is access to better job opportunities and travel to achieve other goals. In addition, many learners study English because of instrumental motivation and drive, where motivation arises from external goals such as financial rewards, passing exams, promotion, and furthering a career. Thus, languages such as English are rated higher based on the assumption that they offer better possibilities for employment and travel (Beard, 2018 ). Thus, the formal role drives the learners in this case. 3. Research questions The purpose and objective of the study were to understand the role of motivation and socio-cultural factors in my learning of English as a second language through the lens of auto-ethnography. The data was generated to answer the following research questions: What role do motivation and sociocultural factors play in my learning of English as a Second Language? How can the awareness of the role of motivation and socio-cultural factors in learning English second language offer possibilities for my future teaching of English as a second language? 4. Roles, apprenticeship of observation, and learning English as a second language A role is a set of behaviors, responsibilities, and expectations associated with a particular position or function within a group, society, organization, or system (Belbin & Brown, 2022 ; Guo et al., 2023 ). Roles define how an individual is expected to behave based on their position or status. This implies that in an instance that one is a learner, he/she is expected to play the role of the learner in school rather than a teacher or a principal. Moreover, Belbin & Brown ( 2022 ) assert that roles can be formal or informal, guiding interactions, responsibilities, and how people relate to one another in various settings. Heiss ( 2017 ) conducted a study to explore people's societal roles in different spheres of life. The study concludes that depending on the context, there are many roles that people are expected to play at different times. As such, in this study, roles are viewed from three levels: personal, formal, and informal. The personal role often describes individuals' roles, reflecting their identities and responsibilities in or outside professional contexts (Cole, 2023 ; Fowler, 1997). Moreover, Cole ( 2023 ) notes that such roles encompass various aspects of one's private life and are influenced by personal choices, relationships, and individual values. In other words, the role one plays as a learner would be influenced by one’s preferences and personal choices. For example, if one plays the role of an English learner, it is up to him/her to determine the level of motivation and independent learning, as I did when I was a learner of English as a second language. Furthermore, Helberger ( 2021 ) points out that personal roles are integral to individuals' perception of themselves and their place within society and they contribute to one's self-concept and influence personal fulfillment. Personal roles also assist individuals in practicing their agency; on the other hand, if one is not guided by formal rules and guidance on how things are done, one could be misled (Guo et al., 2023 ; Belbin & Brown, 2022 ). A formal role is essential to guide institutions. A formal role refers to a position within an organisation with specific responsibilities, authority, and expectations (Churchward, 2024 ; Fowler, 1997). Formal roles are integral to the organisation's structure and are typically outlined in official documents such as job descriptions or organisational charts (Cole,2023). This suggests formal roles are found in institutions such as schools, hospitals, or the government. In a school context, we have a principal, deputy principal, heads of departments, subject teachers, and learners. In the same way, Langley ( 1988 ) notes that each formal role carries a certain level of authority and responsibility. This includes decision-making power, supervisory duties, and tasks contributing to the organisation's objectives. The authority associated with formal roles ensures that individuals can make decisions within their scope to fulfill their responsibilities effectively. Furthermore, Rockey and Broadfoot (2025) add that formal roles are essential as individuals in each position have clear guidelines on roles and responsibilities. On the other hand, rules and guidelines may indirectly create inflexibility in decision-making. The informal role can be seen as a social part of learning English as a second language, which is discussed further below. Unlike a formal role, an informal role refers to a position where an individual occupies a social setting that is not officially assigned by rules (Rockey & Broadfoot, 2025). These authors found in their study that social roles emerge naturally through interactions, relationships, and social dynamics, often reflecting personal characteristics, preferences, or the group's needs. This means that in learning a second language through informal interactions with different people in society, one can positively or negatively be influenced. For example, when one learns a second language, they can get encouragement from family members and get discouraged by friends. Bullough, Guelich, Manolova, and Schjoedt ( 2022 ) assert that although certain institutions do not formally recognise informal roles, they are essential for the smooth functioning of certain groups as they complement formal roles and help build social cohesion. People are social beings whom social interactions can positively or negatively influence. Lortie's (20200 study on the effects of apprenticeship of observation on novice teachers highlights that language learning, unlike other subjects, involves acquiring skills and behaviors tied to a specific community. Furthermore, Learners’ attitudes towards that community significantly impact motivation: positive attitudes foster learning, while negative ones hinder it. The learning environment's context and culture also play a crucial role in second language learning. Motivation and attitude play a crucial role in cultivating interest in acquiring a second language; they often help individuals withstand the challenging learning process (Orouilou & Vahedi, 2011). On the other hand, ignoring the significance of these factors could impact the ability to learn a second language. According to Guo ( 2018 ), the motivation and the will to learn a second language are considered more important than societal factors. This implies that the core of the motivation may be called passion, which relates to a person’s intrinsic goals and desires, as successful language learning is linked to the learners’ passion; in that case, the personal role takes effect. Second language learning refers to the process by which individuals learn a language in addition to their native tongue, aiming to achieve proficiency in understanding, speaking, reading, and writing (Macaro, Tian, & Chu, 2020 ). These scholars note that the second language learning process encompasses cognitive mechanisms involved in learning and pedagogical strategies employed to facilitate learning. Poerwandari ( 2021 ) asserts that second language learning is the formal learning of a language in the classroom, although it can also be learned in informal settings. This suggests that learners get taught a second language in a formal setting like the classroom or online platforms. In some cases, they unconsciously acquire the language through informal interactions. According to Hoque ( 2017 ), second language acquisition is the systematic study of how people learn a language other than their mother tongue. Second language acquisition can also be learning other languages besides their native language. This suggests that learners randomly grasp some words through imitation or other informal means. Ortiz and Duarte ( 2019 ) report that learning another language differs from learning any other subject like Mathematics or History. Moreover, Johnson et al. ( 2020 ) add that learning a foreign language is more than a mere development of skills, vocabulary, and grammar. It entails the adoption of new social and cultural behaviors and ways of being and, therefore, has a social impact on the learner. Learning a second language also entails adopting a different culture and beliefs. Furthermore, languages involve acquiring skills and behavior patterns that characterise another community (Gardner, 1988 , cited in Ortiz & Duarte, 2019 ). This suggests that a lot is involved in the process, such as society’s culture and values, compared to other school subjects. Therefore, learning a foreign language is influenced by the attitudes of a particular community of speakers. Language learning is also affected by the context and the culture in which the learning occurs. I can relate to this because my context did not make it easy for me to learn English because my community's societal beliefs and values affected my learning. According to Kim ( 2012 ), speaking English is highly rated in countries like Colombia and South Africa as it is regarded as an asset for those who learn it. This is evident in how it enables access characterised by technology, economic power, wider communication, and scientific knowledge. Liu ( 2020 ) agrees that English is important in scientific communications, business, politics, and cultural exchanges. Hence, society’s informal and formal roles positively or negatively affect one’s learning of a second language. 5. Research Design and Methodology This study adopted auto-ethnography as a methodology. Auto-ethnography is research that uses personal experience to interpret beliefs expressed in cultural texts and experiences. This self-narration method recognises the research, the researcher, and the cultural audiences. As Ticozzi ( 2016 ) noted, auto-ethnography is an approach that aims to explain and analyse personal experiences to understand cultural experiences. Similarly, Liu ( 2020 ) views it as a method that uses a researcher’s experiences to describe and critique cultural beliefs and practices. Dewey ( 2013 ) sees personal experiences as the proper foundation of our learning. Auto-ethnography is also narrative, as it focuses on the meaning of people’s experiences and explores the meanings of personal experiences in social and cultural contexts (Liu, 2020 ). This suggests that the researcher's experiences should link and relate to community practices to reflect the society’s culture. This design is suitable for my study as I examined the role of motivation and socio-cultural circumstances in learning English as a second language. Data was generated using three methods: my reflective autobiographical story, conversations with my two peers from the same context as mine, and the letter-writing process. Linguistic autobiography assisted me in writing my autobiographical story. Autobiography write-ups give writers opportunities to see their actions and their journey through life under certain circumstances (Ortiz & Duarte, 2019 ). With this, I was able to reflect and write the story of my experiences of learning English Second Language. I divided my story into different age groups and grades from before and when I started school to when I reached high school, which includes incidents that took place in each grade, as far as the learning of English as a second language is concerned. I wrote about my playful years as a child and the games I played. After reading Nash's (2019) book on the power of personal narratives, I decided to make my story a narrative, which helped me to have a focus. After writing my story, I went back to read it again, and I noted the obvious role motivation and socio-cultural factors played in my learning of the language. I highlighted the sections of my narrative that speak to motivation and socio-cultural factors. My autobiographical write-ups allowed me to see my actions and journey through life under certain circumstances (Ortiz & Duarte, 2019 ). I could reflect on and write about my experiences and journey in this process. Auto-ethnography encourages researchers to engage in discussions with other people who have been through similar experiences so that they can learn more about themselves (Liu, 2020 ). To align with this thought, I did not depend only on my personal experiences but also on two peers who participated as critical friends in this study. When my narrative story was written, I conversed with two of my male peers (fellow postgraduate students) after they had read my story, and based on what they read, they shared experiences similar to mine. I selected my critical friends purposefully, as each participant was chosen to play a particular role. and such conversations served as a second data generation method, as I gained insight from their experiences that were guided by my story. Thirdly, I also adopted the letter-writing process, revealing the emotionality I experienced when encountering difficult situations in my journey of learning English as a second language. According to Camiciotti ( 2014 ), letters are regarded as important data for any type of investigation. Letter writing has been used as a qualitative method for self-reflection to generate data for oneself and one's lived experiences. This suggests that letters can be used effectively to achieve certain goals as they are valuable data for reflexive and socio-linguistic research. I wrote two letters to my primary school teacher and my dad expressing myself regarding the experiences I had while learning English as a second language. After writing the letters, I went back to my autobiographical story, which I had transcribed from the focus group conversations I had with my peers and from the letters. I read what I had written, and I created a table where I wrote themes that were occurring throughout my story. I discovered that some of the themes were overlapping, which made me have sub-themes. However, as I continued to read, I noted that they were overlapping, so I decided to stick to the major themes (motivation and curiosity, the social currency of English, the English language, stigma, and personal agency). Therefore, the themes were created inductively as they emerged from the data. The data was analysed through thematic and critical discourse analysis; for instance, data were first coded inductively to identify recurring patterns. I decided to adopt CDA analysis because it is an excellent analytical lens for an auto-ethnographic study, especially in the context of language, identity, and socio-cultural experience. In an auto-ethnographic study, CDA helps to critically examine one’s lived experience, focusing on how language reveals hidden power structures, cultural influences, and social identity, all of which are central to understanding second language learning in a real-world, socio-cultural context (Liu, 2020 ; Jideani, 2023 ). Then, critical discourse analysis was applied to examine how language reflected social power dynamics (Bertram & Christiansen, 2014 ). CDA is an analytical discourse that looks at the relationship between language and society; it is also the study of language in texts and conversations. It analyses written and verbal language (Chebitok, 2021 ; Van Dijk, 2015 ). This suggests that CDA analyses the use of language by different people in different spheres of life. Table 1 Themes and Phenomenon Categorization Themes and levels of SCT Categories Motivation and curiosity-ZPD Personal agency-ZPD Personal role: personal identity, love, respect, self-esteem, personal needs, self-direction and agency Social Currency of English-Scaffolding Formal role: intended curriculum, professionalism, and formal actions, role, and responsibility, authority and power English language and stigma-Mediation Informal: role, implemented curriculum, interaction, socialization, language acquisition, and stigma 6. Presentation and discussion of findings In this section, I answer the first research question: What role do motivation and socio-cultural factors play in my learning of English as a Second Language? I discuss themes of motivation and curiosity, the social currency of English, the English language, stigma, and personal agency. I look at how these affected my learning of English as a second language and their role in learning the language. CDA makes sense of each discourse related to the themes under consideration. I draw on evidence from what I discussed in my autobiographical story to substantiate my discussion of each theme. 6.1. Self-motivation and Curiosity The first theme that I identified is self-motivation and curiosity. I see motivation as an important factor in learning a second language. Gardner ( 1988 ) defines motivation in second language acquisition as a learner's emotional connection to the language, its associated culture, and their personal aims for learning it. This motivation is a crucial driving force, directly impacting their success in acquiring the target language. Curiosity, on the other hand, refers to a strong desire to understand and master the language. Building on this, Pluck and Johnson ( 2011 ) highlight that coupled with motivational factors outlined in Gardner's theory, they are crucial in learning a second language. I noted in my story that from a young age, I showed some motivation and curiosity to learn and know the language; this is seen in my story as I noted: I was already crying that I wanted to go to school. I was interested in learning, but no one was ready to assist with the learning process; I used to wake up early and find my way to school. I used to wait, expect, and patiently wait for the teacher to stand before me and teach. Unfortunately, no one was ready to come and teach me, which made my heart sorrowful because I did not have a way to satisfy the burning desire in my heart to learn. The use of the words already crying, I wanted to go to school tells us that I was very curious to learn and be in a learning environment from a young age and that my motivation was intrinsic at this stage. I see the curiosity stirred up by evening lessons my aunt conducted with the family. Anderson et al. ( 2010 ) highlight the critical role of early family literacy in fostering a lifelong love of learning. Smith ( 2011 ) and Jideani ( 2023 ) emphasise that literacy is a key component of socio-economic status, enabling individuals to gain social power and prestige beyond just securing a job. The foundation for this literacy is laid at home, with parental education playing a vital role Better-educated parents can directly benefit their children’s education by starting the education process during their preschool years. In my personal writing, I noted: Even though my parents were not well-educated, my aunt taught me basic literacy skills before I started school, and through that, the ZPD process took place as I learned on my own and with the help of my aunt as the MKO . My personal motivation and curiosity to learn was driven by intrinsic motivation, and perhaps I realised the benefit of learning English. In line with the above discussion, one of my peers, Sizwe, noted that ‘ he pushed hard to learn how to speak the language and navigate around them teachable and fluently’. The use of the words pushed harder suggests that he tried to learn the language independently through different means. Navigating around them is teachable, and fluently also gives us an idea that his motivation to learn the language was integrative as he uses it mainly to socialise. Even though my parents were not well-educated, my aunt taught me basic literacy skills before I started school, and through that, the ZPD process took place as I learned on my own and with the help of my aunt as the MKO. As a result, extrinsic motivation and curiosity to learn suggest that my personal role influenced me in learning the language. 6.2. The Social Currency of English The social currency of English refers to the value individuals derive from their social relationships, networks, and interactions. This suggests that using language in a certain way gives people recognition in society, especially for people in certain positions and institutions. Slavova et al. ( 2020 ) note that communication skills are increasingly becoming important, with English recognised globally. Considering its power and impact in society, it stands to reason that English can give one social currency. I stated in my story that I realized that I needed to know English as the school's language of instruction if I wanted to get promoted to other grades. This suggests that through language, one can progress and advance in society. Wakeman ( 2019 ) notes that the perceived value of language skills, especially English, creates a system where some learners thrive while others struggle. This disparity can be strategically used to foster instrumental motivation, encouraging learners to strive for advancement through language acquisition. This suggests that being competent in English as a language of learning and teaching in South Africa is advantageous; people who speak the language fluently are highly regarded in society. Some of the challenges I experienced in learning the language can be ascribed to this thinking. My story reveals that I wrote about what I experienced in my grade five English classroom: Other kids who recited poems and spoke English words received commendations from my English teacher, and he used to do as if such learners were smarter because they spoke English fluently. ‘Look at a grade 5 learner who does not know what water is... very good Nokulunga, well done, Nhlakanipho, and I was just there looking at how learners fluently recited an English poem without any struggle’. The use of the words smarter suggests that the teacher’s response to kids who were fluent in English made it look like those fluent in English are more intelligent than those who are not. This points to the fact that the teacher scaffolded from what my classmates already knew from grade four to recite the poem. As a result, the teacher played the formal role of an English teacher and corrected learners on using English. He also used his power as a teacher to embarrass me, who did not know what water was in English. During my conversation with my peers, some ideas about this theme arose. Paul, one of my peers, notes that speaking English does not mean anything bad about someone, and those who do not know English do not mean they lack intelligence, as English is not a measure of intelligence . Nonto also adds that ‘Mr. Shelembe said to me, ‘Even a grade R learner was better than me.’ Other learners in the class used to laugh at me and take me for granted . Nonto’s use of the words grade R learner better than me tells us that the teacher undermined her to that extent because she could not spell English words. 6.3. English language and stigma English language and stigma are themes that were identified at this point. Gluszek and Dovidio ( 2010 ) note that stigma is an attribute of an individual that discredits a person in a particular social context. This suggests that stigma creates a bad or good image of someone or something based on a particular ideology. For example, a privileged girl who attends an affluent school and is fluent in English can be regarded as intelligent. However, children who do not speak English well at university may get higher marks in subjects like Mathematics and the English language than those who do. I noted in my story that In the fifth grade of primary school, I was labeled dumb and good for nothing because I lacked English knowledge. My English teacher and classmates referred to me as a girl who did not even know anything, a girl who did not even know 123, and a girl who was going to fail. Using the words ‘ dumb’ and good for nothing suggests that because I could not spell English words, they concluded that I was stupid, as if fluency in English is a measure of intelligence. However, in terms of the social currency of English, it is seen as a sign of intelligence. Also, the use of the words a girl who does not even know anything, a girl who does not even know 123 tells us that if one cannot speak English, they are perceived as stupid, which is not true as I was not tested to see my performance in other subjects, they did not realise that English does not determine an individual’s mental capacity. Any characteristic devalued in a social or situational context can be considered stigmatisation, including accents (Birney et al., 2020 ; Jideani, 2023 ). My accent was not good since I was not used to speaking English, which made things worse as other learners negatively labeled me. During my conversation with my critical friends, some ideas about this theme arose. Paul states that those who do not know English do not mean they lack intelligence, as English is not a measure of intelligence . Stigma is another matter that arises in learning a second language, as I discuss further below. Garner’s (1975) motivation model explores how motivation is an effective factor, which shows the learner's efforts in acquiring a new language, and situational anxiety, which relates to inhibiting effects on the learner’s efforts. This suggests that, because of stigma, I was motivated to put more effort into learning English as a mediating tool to learn all subjects in school. At this point, my classmates and teacher played informal roles in making me think that I was stupid if I could not speak English fluently. 6.4. Personal agency Personal agency is a person’s ability to step out of the usual way of doing things and act upon their own goals as individual professionals (Oolbekkink-Marchand et al., 2017 ). This suggests that one discovers a problem and seeks solutions rather than expecting others to assist. For example, after discovering my problem with learning English, I had to sit down and think about improving myself as an English teacher. Teacher agency also includes novice teachers' active involvement in directing and designing their practice, using their discretion in dealing with matters peculiar to their subjects (Impedovo, 2016 ). In agreement with this, after I realised that I was not ready to teach grammar in high school, I noted in my story that: I bought an English grammar book and located an English Language Course (ELC) Module guide, one of the foundational English modules in the discipline. I read it thoroughly and realized there were so many aspects of grammar I did not know. I wish they had made the module compulsory for all intending English teachers. That module guide helped me note aspects of grammar I needed to learn independently. Using the words English grammar book and an English Language Course (ELC) Module guide tells us that realising I was not ready to teach grammar motivated me to do something about it, and these materials helped me. At this point, I ensured that I studied more grammar to do justice to this section for my learners. In support of this, Priestley et al. ( 2012 ) note that personal agency drives individuals to take charge of their learning and practice. This is because I did not want to repeat mistakes made by my teachers in high school. Moreover, this also means that I was willing to learn independently (ZPD), rather than depending only on what was taught in lectures. My peers also added comments on this, as Paul noted: It is kind of disadvantageous for people who are just finishing a bachelor’s degree because I saw the need to go beyond and do my research, because as an English teacher, I felt if not, I would be doing my learners' disservice. In addition, Paul stated that I had to get a study guide because my modules did not provide me with those things, but then I got a study guide, and I went on the internet and looked at the YouTube videos, but I looked at the rules in isolation. In this case, personal agency is important for teachers who want to make a difference in their learners’ lives (Rostami & Yousefi, 2020 ). This links directly to motivational theory as I could have chosen to repeat what my teachers did, but I sought information to help me improve (Gardner & Smythe, 1975 ). As a result, I was driven by my role as an English second language learner. 7. Professional learning: Future possibilities In this section, I reflect on the key to learning from deliberating the themes, motivation, curiosity, the social currency of English, the English language, stigma, and personal agency. In so doing, I answer the second research question: How can the awareness of the role of motivation and socio-cultural factors in learning English second language offer possibilities for my future teaching of English as a second language? In the theme of self-motivation and curiosity, when I was sharing my experiences about learning English as a second language, I realised that motivation kept me going even though I did not realise it at that time. Now, through this study and by interrogating my experiences, I have seen how important it is to have a motive behind doing something, as it keeps one going. For example, in high school, we just did English because it was one of the subjects, and I managed to pass, but I did not have a full understanding of how important it is to know it. In line with this, Beard ( 2018 ) notes that the dominance of English as the most spoken language globally is undeniable. With that, as an English teacher, especially as I have noticed that learners normally struggle with the grammar part of the language, I have learnt that they need to understand why they need to learn it and master it, which is part of the motivation. In addition, after studying my experiences of having learned English as a second language, I see that (Krashen, 1982) affective factors would have worked to instill the learner’s motivation to learn the language. For instance, firstly, motivation refers to performers with high motivation who tend to do better in second language acquisition. This suggests that these people have the attitude of “I can do it” and that helps them to easily acquire the second language that is targeted. For instance, why do I need English speakers in our country, or why do I need to be fluent in the language? I would say all this to stir up interest and passion in them to have some motivation to learn the language with a goal in mind. Furthermore, I would help my learners develop their intrinsic reasons to learn the language such as for individuals to intentionally develop an interest in learning the language so that they will enjoy learning it. I would also help them develop the extrinsic reasons to learn the language such as the benefits of being fluent in it, and excelling in interviews to get good jobs. In identifying the social currency of English as a theme , I learned how important it is to know English as it opens opportunities for people, whether academically or in life in general. In line with this, Clement and Murugavel ( 2018 ) highlight the significance of English as the most spoken language globally and the standard language for second-language speakers. The ability to speak it increases one’s opportunities immensely. Slavova et al. ( 2020 ) note that it is important for individuals to possess communication and critical skills that would help them overcome challenges from cultural practices in societies. Also, after sharing my experiences and beginning to notice the social currency of English, as an English teacher, I saw the need to equip my learners with communication skills in every way possible. Having realised how important it is to be fluent in English in our society, I aim to focus on it and encourage my learners to use the language more often. Furthermore, as I shared in my story, the culture of my community was so dominant that they did not see learning English as important. As a result, learners need to be equipped with critical skills and decide on their own if English is important to learnt, aware of the dominant community story, and that will guide them to what they do moving forward. On the theme of the English language and stigma , I learned that because people perceive people who are fluent in English as intelligent, those who are not fluent are stigmatised. Birney et al. ( 2020 ) assert that any characteristic that can be devalued in a social context can be considered stigmatisation, including accents. I faced this a lot when I did my grade five for the first time in 2003, and even during breaks, learners used to laugh at me and say I was a girl who did not know anything. Slavova (2020) suggests that many English second language learners usually shy away from speaking English in the classroom; they feel other learners will judge them if they make a mistake. On such a basis, I would encourage everyone in my English classrooms to speak the target language without fear, as we are all in school to learn. I would enforce rules that no one laughs if someone makes a mistake, and there is punishment if anyone is found breaking the rule. This will help me to maintain a healthy learning environment where no one is afraid of making mistakes. In the theme of personal agency, I learned that as an English teacher, I need to focus on the needs of my learners by learning and improving myself and avoiding apprenticeship of observation (Smagorinsky & Barnes, 2014 ; Jideani, 2023 ). Creativity and incorporating blended learning are crucial for my lessons to be practical, and I need to love the language to be motivated to work hard on improving myself (Hannaway, 2019 ). Hence, the personal role is crucial in learning English as a second language for self-motivation. Furthermore, I would encourage my learners to take agency over their learning by not depending on what is learned in the classroom and going on the internet to get more information. 8. Conclusions and Educational Implications In conclusion, socio-cultural circumstances and motivation are key to learning a second language. My experiences of learning English as a second language demonstrate how integrative motivation, even without a specific goal, can yield positive outcomes and how my circumstances affected my learning. My journey was long and challenging, but my motivation sustained me through these challenges. Findings suggest that educators should prioritise fostering intrinsic motivation in language learners along with extrinsic motivation by encouraging their learners. Furthermore, understanding that motivation evolves implies that educators should be patient and adaptable, providing continuous support and encouragement to nurture learners’ interests and goals as they develop. Educators should also recognise the importance of fostering a positive attitude towards the learning process, as this can significantly impact the success of second language learners. The implications of this discussion are significant for education systems, especially in contexts like South Africa, where English is both a medium of instruction and a marker of success. Stakeholders in a child’s education should be aware of the social and psychological pressures of learning English and how learners may perceive their abilities and their social values. It is important to foster a more inclusive approach to language learning, recognising that proficiency in English should not be the sole determinant of a student’s intelligence or worth. Additionally, schools should provide support and resources to help students develop their English skills to ensure that those from diverse linguistic backgrounds are not disadvantaged. Encouraging a broader definition of success and intelligence beyond English fluency can help mitigate feelings of inferiority and promote a more equitable learning environment. Abbreviations CDA Critical discourse analysis ZPD Zone of proximal development MKO More knowledgeable others Declarations Ethics Approval and consent to participate The ethical approval was obtained from the Humanities and Social Sciences Research Ethics Committee, UKZN Research Ethics Office, and the ethical clearance document indicated that the research included human participants who participated voluntarily in the study through informed consent, and their names were anonymized, and the research did not include animals. The approval number is HSSREC/00003405/2023, and the date of approval is 06 November 2023. SHHREC is registered with the South African National Health Research Ethics Council (REC-040414/-040). Consent for publication Consent to publish is granted in this research, as it is an autoethnography; the data were mostly from the researcher. However, there are a few individuals who participated in the study, and they gave consent for publication as long as their names remain unknown. Informed consent will be provided upon request. Funding There was no funding allocated to this research from the beginning to the end. Author Contribution A JIdeani is the sole author of this paper, and she did everything on my own. Acknowledgement I acknowledge my language editor, Margaret Dingalo, for her amazing work. Data Availability Data will be provided upon request References Aimin, L. (2013). The study of second language acquisition under socio-cultural theory. American Journal of Educational Research, 1 (5), 162–167. Anderson, J., Anderson, A., Friedrich, N., & Kim, J. E. (2010). Taking stock of family literacy: Some contemporary perspectives. Journal of Early Childhood Literacy, 10 (1), 33–53. Balouchi, S., & Samad, A. A. (2021). 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The language of stigma and addiction. In The stigma of addiction: An essential guide (pp. 71–80). Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7649876","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":536057025,"identity":"5ae9a6b8-10e1-4fb6-a343-b6b9b4d31fae","order_by":0,"name":"Andile Jideani","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAz0lEQVRIiWNgGAWjYBACxmYGAyBlw8DATKKWNBK0AAFIy2ES1DO3M2988KPmfOJ2dvaHHxhq7Bjk2w8QchhbsWHPsduJO5t5jCUYjiUzMPYkENLCYybBw3Y7ccNhHgYJBrYDQD8R1mL+88+/c0At7I9/MPw7wMDG/4CwLcy8bQeAWhjMJBjbDjDwSBC0ha1YWrYv2RjoMDOLxL5kHgkJArYY9h/e+PHNNzvZDeePP77x4ZudnHw/AVsMG5B5QMU8+NUDgTxBFaNgFIyCUTAKAOUUPmpO2iQZAAAAAElFTkSuQmCC","orcid":"","institution":"UNISA","correspondingAuthor":true,"prefix":"","firstName":"Andile","middleName":"","lastName":"Jideani","suffix":""}],"badges":[],"createdAt":"2025-09-18 12:53:36","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7649876/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7649876/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":94742608,"identity":"6f95835c-edae-486a-a830-b0a78789c5b6","added_by":"auto","created_at":"2025-10-30 08:57:08","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":73413,"visible":true,"origin":"","legend":"","description":"","filename":"PaperA.docx","url":"https://assets-eu.researchsquare.com/files/rs-7649876/v1/c4b323df23b168a38fe3e5eb.docx"},{"id":94742607,"identity":"3a8e07a2-7886-4980-a54c-43434dbd557d","added_by":"auto","created_at":"2025-10-30 08:57:08","extension":"json","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":2723,"visible":true,"origin":"","legend":"","description":"","filename":"acc9c6df488843ad8d3826df26239202.json","url":"https://assets-eu.researchsquare.com/files/rs-7649876/v1/bfeaa6adfb215c9002094898.json"},{"id":94822866,"identity":"d2c1d6f5-45f1-4279-b9cf-337c671f7cf5","added_by":"auto","created_at":"2025-10-31 06:44:45","extension":"xml","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":145475,"visible":true,"origin":"","legend":"","description":"","filename":"acc9c6df488843ad8d3826df262392021enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-7649876/v1/3b6ba75a5eb548a88d131886.xml"},{"id":94742610,"identity":"efda9285-1721-40b3-b637-bcace18ae702","added_by":"auto","created_at":"2025-10-30 08:57:08","extension":"xml","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":139239,"visible":true,"origin":"","legend":"","description":"","filename":"acc9c6df488843ad8d3826df262392021structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-7649876/v1/fdfe7d8e1cf1e61a2e03027f.xml"},{"id":94742609,"identity":"657c60f0-120f-467f-a5f5-09ff881fa226","added_by":"auto","created_at":"2025-10-30 08:57:08","extension":"html","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":156398,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7649876/v1/7b610d8b41945f6510fb62fd.html"},{"id":95196137,"identity":"06e827ac-4c14-46e0-aba2-8995143f5fd7","added_by":"auto","created_at":"2025-11-05 11:24:40","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":729631,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7649876/v1/0b064c07-f1f7-4b2d-9dc1-0383d4766c4a.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Role of Motivation and Socio-Cultural Factors in Learning English as a Second Language: An Auto-ethnographic Study","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eLearning English as a second language provides significant advantages in today's interconnected world. It enhances cognitive abilities like memory and focus and strengthens crucial executive functions like mental flexibility (Ibrahim \u0026amp; Hashim, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Haufiku et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Poerwandari, \u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This development of cognitive skills translates into broader benefits for learners in various aspects of their lives. Vygotsky's (1978) theory underscores the vital role of social interaction in language acquisition. The latter scholar also highlights how learning a second language facilitates interactions with diverse individuals, promoting cultural understanding and empathy. This implies that learning allows learners to understand different perspectives, customs, and worldviews.\u003c/p\u003e\u003cp\u003eDehghanzadeh et al. (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) further note that this is not an isolated process as it affects different aspects of society, which include relationships, social institutions, and families. Moreover, Social institutions have a massive impact on learning a second language; hence, motivation becomes critical. In the same way, Mart\u0026iacute;nez and Mej\u0026iacute;a (\u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) add that English proficiency is essential for global communications and academic success as it has become a widely adopted lingua franca in almost every country, facilitating interaction in an increasingly interconnected world. As such, the 21st century's increased global connectivity has made English the dominant language for many people worldwide (Balouchi \u0026amp; Samad, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Beard, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eMy journey in learning English as a second language was directly and indirectly influenced by different aspects of society, such as family, community, church, and school. Throughout my journey of learning English as a second language, I realized that Learning English as a second language (ESL) is not just about grammar and vocabulary; it is influenced by motivation, such as the desire to study, career goals, and personal confidence. It is also influenced by socio-cultural context, such as identity, family expectations, peer influence, and culture shock. As a result, studying these factors helps us understand why some learners succeed while others struggle to acquire a second language, even when taught under similar conditions. Furthermore, research consistently shows that integrative and instrumental motivation are key to learners\u0026rsquo; willingness to speak and engage using the target language and fluency development (Gardner, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e1994\u003c/span\u003e; Gardner, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Hence, my study adds to this by exploring how motivation operates in real life, through personal experience. Additionally, Glǎveanu (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) notes that some socio-cultural factors are often overlooked and that may limit learners from multilingual or disadvantaged backgrounds as they may face invisible barriers such as stigma, language anxiety, or identity conflict. On such basis, my study helps highlight those hidden influences, especially valuable for curriculum designers and teachers.\u003c/p\u003e\u003cp\u003eExploring this study through the lens of auto-ethnography, the method is powerful because it explores the researcher\u0026rsquo;s lived experience in rich detail (Bochner, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Canagarajah, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). It also brings a human voice to academic research and allows readers to relate emotionally and personally. Hence, my use of auto-ethnography helps personalise what is often treated abstractly in theory (Custer, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Furthermore, the study is based in a multilingual context like South Africa, which adds significantly because English is often taught as a second or third language, and learners face multiple cultural and linguistic pressures. Based on that, educational inequality means that motivation and social context have a major impact on language acquisition.\u003c/p\u003e\u003cp\u003eThis study, therefore, explores the role of motivation and socio-cultural factors in this context. I look at the role of motivation and socio-cultural factors in learning English as a second language through the lens of auto-ethnography to answer the following questions: What role do motivation and sociocultural factors play in my learning of English as a Second Language? How can the awareness of the role of motivation and socio-cultural factors in learning English second language offer possibilities for my future teaching of English as a second language? Socio-Cultural and Motivation theories are discussed in this context.\u003c/p\u003e"},{"header":"2. Theorising Learning English as a Second Language","content":"\u003cp\u003eAs a lens through which the study is assessed, socio-cultural theory highlights the crucial role of society and interaction in individual development and learning (Mahn, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e1999\u003c/span\u003e). It emphasises how cultural influences and social interactions shape a person's growth within their environment and that an individual\u0026rsquo;s cultural development is social and individual (Pathan et al., \u003cspan citationid=\"CR105\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Potier \u0026amp; Givens, \u003cspan citationid=\"CR112\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The socio-cultural approach originates from the work of Vygotsky and Cole (\u003cspan citationid=\"CR142\" class=\"CitationRef\"\u003e1978\u003c/span\u003e), who highlight the role of the social environment in learning. There is an interrelatedness between this theory and auto-ethnographic research as it deals with the impact of culture on developing and learning a second language (Shabani, \u003cspan citationid=\"CR128\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Haufiku et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This is relevant to this study as it explores the researcher\u0026rsquo;s experiences by examining and critiquing the culture of his/her community, in this case, my experiences in how my surroundings affected my learning of English as a second language. The socio-cultural theory focuses on different constructs, the Zone of Proximal Development (ZPD), mediation, and scaffolding. used in teaching English grammar, particularly at the high school level (Sarmiento-Campos et al., \u003cspan citationid=\"CR124\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Vygotsky \u0026amp; Cole, \u003cspan citationid=\"CR142\" class=\"CitationRef\"\u003e1978\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eZPD is the level where individuals learn independently and through the assistance of more knowledgeable others (MKO) (Enciso, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Vygotsky \u0026amp; Cole, \u003cspan citationid=\"CR142\" class=\"CitationRef\"\u003e1978\u003c/span\u003e). This refers to the space where the MKO, who may be a teacher or parent, assists the learner in learning a second language (Sarmiento-Campos et.al, \u003cspan citationid=\"CR124\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Scott \u0026amp; Palincsar, \u003cspan citationid=\"CR127\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). For example, my aunt, teachers, and senior learners directly and indirectly contributed to my learning of English as a second language. Lantolf et al. (2020) also highlight the importance of ZPD in this process because other aspects of the language are acquired informally outside the classroom. However, key aspects are acquired in the classroom. In contrast, if the learner learns the language independently, without the assistance of MKOs, mistakes may not be corrected (Glǎveanu,2021; Rossiter, \u003cspan citationid=\"CR120\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). When learners learn on their own, personal roles and motivation are involved.\u003c/p\u003e\u003cp\u003eSarmiento-Campos et al. (\u003cspan citationid=\"CR124\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) assert that mediation, another construct in this process, unites all aspects of socio-cultural theory as humans interact with the world through symbolic and physical mediating tools. Language, as the most potent symbolic tool, facilitates human connection to the world, others, and themselves (Glǎveanu, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Panhwar, 2016). This makes English key in connecting people globally, highlighting its significance as a mediating tool (Tylka et al., \u003cspan citationid=\"CR138\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This suggests that English second language learners use it as a tool to interact with different stakeholders of society, such as family, friends, teachers, and neighbors while learning. For instance, my experience of learning the language was through a few words, initially seeking to understand their meaning and communicating with different people. This highlights society's informal role in the learners\u0026rsquo; learning of a second language (Eun, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Lantolf \u0026amp; Minakova, 2021).\u003c/p\u003e\u003cp\u003eScaffolding is an instructional method that uses various techniques to support learners, gradually increasing their independence (Hall, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Jamali Kivi et al., \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). It involves cooperative learning activities that offer assistance, often through cooperative learning, to help learners accomplish tasks they could not do alone (Mart\u0026iacute;nez \u0026amp; Mej\u0026iacute;a, \u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). For instance, teachers use specific techniques to build upon existing knowledge, like using known words to construct sentences, within a curriculum-driven school environment (Balouchi \u0026amp;Samad, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). For example, when I knew some English words, the teacher would need to scaffold from that level and lead me to use such words to construct different sentences. In such a case, the teacher plays the formal role of a subject teacher in the school environment and is expected to follow a specific curriculum to teach learners (Enciso, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Tylka et al., \u003cspan citationid=\"CR138\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Motivation is an important concept in learning a second language.\u003c/p\u003e\u003cp\u003e\u003cb\u003eMotivation Theory\u003c/b\u003e\u003c/p\u003e\u003cp\u003eMotivation refers to reasons for behaving in a certain way or the motive behind doing something (Gardner, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e1975\u003c/span\u003e; Gardner, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). In addition, Johnson (\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) highlights the role of motivation as an important factor in learning a second language. Moreover, Gander\u0026rsquo;s motivational model identified four factors in learning a second language. Several factors influence second language learning, which include social beliefs and behaviors, cultural adoption of the target language, individual motivations, and the relevance of the language to the learner's environment. An individual learner refers to someone intending to acquire a target language with personal reasons for learning that language. For a second language learner to be motivated to learn the language implies that a personal role drives him/her.\u003c/p\u003e\u003cp\u003eGardner's theory of second language motivation distinguishes between integrative and instrumental motivation (Gardner \u0026amp; Tremblay, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). Integrative motivation involves learning a language to connect with its people and culture, while instrumental motivation focuses on achieving practical goals or benefits. This means I was instrumentally motivated to learn English to achieve my goals. As a result, I was influenced by formal roles because I saw how different institutions hold people fluent in English in high regard. In this context, studies reveal that learners\u0026rsquo; motivation is also instrumental, which means they are also motivated by the desire to achieve specific goals over and above cultural motivations (Gardner \u0026amp; Tremblay, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). This is because many learners indicate that their motivation for learning English is access to better job opportunities and travel to achieve other goals. In addition, many learners study English because of instrumental motivation and drive, where motivation arises from external goals such as financial rewards, passing exams, promotion, and furthering a career. Thus, languages such as English are rated higher based on the assumption that they offer better possibilities for employment and travel (Beard, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Thus, the formal role drives the learners in this case.\u003c/p\u003e"},{"header":"3. Research questions","content":"\u003cp\u003eThe purpose and objective of the study were to understand the role of motivation and socio-cultural factors in my learning of English as a second language through the lens of auto-ethnography. The data was generated to answer the following research questions:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eWhat role do motivation and sociocultural factors play in my learning of English as a Second Language?\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eHow can the awareness of the role of motivation and socio-cultural factors in learning English second language offer possibilities for my future teaching of English as a second language?\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e"},{"header":"4. Roles, apprenticeship of observation, and learning English as a second language","content":"\u003cp\u003eA role is a set of behaviors, responsibilities, and expectations associated with a particular position or function within a group, society, organization, or system (Belbin \u0026amp; Brown, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Guo et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Roles define how an individual is expected to behave based on their position or status. This implies that in an instance that one is a learner, he/she is expected to play the role of the learner in school rather than a teacher or a principal. Moreover, Belbin \u0026amp; Brown (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) assert that roles can be formal or informal, guiding interactions, responsibilities, and how people relate to one another in various settings. Heiss (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) conducted a study to explore people's societal roles in different spheres of life. The study concludes that depending on the context, there are many roles that people are expected to play at different times. As such, in this study, roles are viewed from three levels: personal, formal, and informal.\u003c/p\u003e\u003cp\u003eThe personal role often describes individuals' roles, reflecting their identities and responsibilities in or outside professional contexts (Cole, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Fowler, 1997). Moreover, Cole (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) notes that such roles encompass various aspects of one's private life and are influenced by personal choices, relationships, and individual values. In other words, the role one plays as a learner would be influenced by one\u0026rsquo;s preferences and personal choices. For example, if one plays the role of an English learner, it is up to him/her to determine the level of motivation and independent learning, as I did when I was a learner of English as a second language. Furthermore, Helberger (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) points out that personal roles are integral to individuals' perception of themselves and their place within society and they contribute to one's self-concept and influence personal fulfillment. Personal roles also assist individuals in practicing their agency; on the other hand, if one is not guided by formal rules and guidance on how things are done, one could be misled (Guo et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Belbin \u0026amp; Brown, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). A formal role is essential to guide institutions.\u003c/p\u003e\u003cp\u003eA formal role refers to a position within an organisation with specific responsibilities, authority, and expectations (Churchward, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Fowler, 1997). Formal roles are integral to the organisation's structure and are typically outlined in official documents such as job descriptions or organisational charts (Cole,2023). This suggests formal roles are found in institutions such as schools, hospitals, or the government. In a school context, we have a principal, deputy principal, heads of departments, subject teachers, and learners. In the same way, Langley (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e1988\u003c/span\u003e) notes that each formal role carries a certain level of authority and responsibility. This includes decision-making power, supervisory duties, and tasks contributing to the organisation's objectives. The authority associated with formal roles ensures that individuals can make decisions within their scope to fulfill their responsibilities effectively. Furthermore, Rockey and Broadfoot (2025) add that formal roles are essential as individuals in each position have clear guidelines on roles and responsibilities. On the other hand, rules and guidelines may indirectly create inflexibility in decision-making. The informal role can be seen as a social part of learning English as a second language, which is discussed further below.\u003c/p\u003e\u003cp\u003eUnlike a formal role, an informal role refers to a position where an individual occupies a social setting that is not officially assigned by rules (Rockey \u0026amp; Broadfoot, 2025). These authors found in their study that social roles emerge naturally through interactions, relationships, and social dynamics, often reflecting personal characteristics, preferences, or the group's needs. This means that in learning a second language through informal interactions with different people in society, one can positively or negatively be influenced. For example, when one learns a second language, they can get encouragement from family members and get discouraged by friends. Bullough, Guelich, Manolova, and Schjoedt (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) assert that although certain institutions do not formally recognise informal roles, they are essential for the smooth functioning of certain groups as they complement formal roles and help build social cohesion. People are social beings whom social interactions can positively or negatively influence.\u003c/p\u003e\u003cp\u003eLortie's (20200 study on the effects of apprenticeship of observation on novice teachers highlights that language learning, unlike other subjects, involves acquiring skills and behaviors tied to a specific community. Furthermore, Learners\u0026rsquo; attitudes towards that community significantly impact motivation: positive attitudes foster learning, while negative ones hinder it. The learning environment's context and culture also play a crucial role in second language learning. Motivation and attitude play a crucial role in cultivating interest in acquiring a second language; they often help individuals withstand the challenging learning process (Orouilou \u0026amp; Vahedi, 2011). On the other hand, ignoring the significance of these factors could impact the ability to learn a second language. According to Guo (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), the motivation and the will to learn a second language are considered more important than societal factors. This implies that the core of the motivation may be called passion, which relates to a person\u0026rsquo;s intrinsic goals and desires, as successful language learning is linked to the learners\u0026rsquo; passion; in that case, the personal role takes effect.\u003c/p\u003e\u003cp\u003eSecond language learning refers to the process by which individuals learn a language in addition to their native tongue, aiming to achieve proficiency in understanding, speaking, reading, and writing (Macaro, Tian, \u0026amp; Chu, \u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). These scholars note that the second language learning process encompasses cognitive mechanisms involved in learning and pedagogical strategies employed to facilitate learning. Poerwandari (\u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) asserts that second language learning is the formal learning of a language in the classroom, although it can also be learned in informal settings. This suggests that learners get taught a second language in a formal setting like the classroom or online platforms. In some cases, they unconsciously acquire the language through informal interactions. According to Hoque (\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), second language acquisition is the systematic study of how people learn a language other than their mother tongue. Second language acquisition can also be learning other languages besides their native language. This suggests that learners randomly grasp some words through imitation or other informal means.\u003c/p\u003e\u003cp\u003eOrtiz and Duarte (\u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) report that learning another language differs from learning any other subject like Mathematics or History. Moreover, Johnson et al. (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) add that learning a foreign language is more than a mere development of skills, vocabulary, and grammar. It entails the adoption of new social and cultural behaviors and ways of being and, therefore, has a social impact on the learner. Learning a second language also entails adopting a different culture and beliefs. Furthermore, languages involve acquiring skills and behavior patterns that characterise another community (Gardner, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e1988\u003c/span\u003e, cited in Ortiz \u0026amp; Duarte, \u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This suggests that a lot is involved in the process, such as society\u0026rsquo;s culture and values, compared to other school subjects. Therefore, learning a foreign language is influenced by the attitudes of a particular community of speakers.\u003c/p\u003e\u003cp\u003eLanguage learning is also affected by the context and the culture in which the learning occurs. I can relate to this because my context did not make it easy for me to learn English because my community's societal beliefs and values affected my learning. According to Kim (\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), speaking English is highly rated in countries like Colombia and South Africa as it is regarded as an asset for those who learn it. This is evident in how it enables access characterised by technology, economic power, wider communication, and scientific knowledge. Liu (\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) agrees that English is important in scientific communications, business, politics, and cultural exchanges. Hence, society\u0026rsquo;s informal and formal roles positively or negatively affect one\u0026rsquo;s learning of a second language.\u003c/p\u003e"},{"header":"5. Research Design and Methodology","content":"\u003cp\u003eThis study adopted auto-ethnography as a methodology. Auto-ethnography is research that uses personal experience to interpret beliefs expressed in cultural texts and experiences. This self-narration method recognises the research, the researcher, and the cultural audiences. As Ticozzi (\u003cspan citationid=\"CR136\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) noted, auto-ethnography is an approach that aims to explain and analyse personal experiences to understand cultural experiences. Similarly, Liu (\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) views it as a method that uses a researcher\u0026rsquo;s experiences to describe and critique cultural beliefs and practices. Dewey (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) sees personal experiences as the proper foundation of our learning. Auto-ethnography is also narrative, as it focuses on the meaning of people\u0026rsquo;s experiences and explores the meanings of personal experiences in social and cultural contexts (Liu, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This suggests that the researcher's experiences should link and relate to community practices to reflect the society\u0026rsquo;s culture. This design is suitable for my study as I examined the role of motivation and socio-cultural circumstances in learning English as a second language.\u003c/p\u003e\u003cp\u003eData was generated using three methods: my reflective autobiographical story, conversations with my two peers from the same context as mine, and the letter-writing process.\u003c/p\u003e\u003cp\u003eLinguistic autobiography assisted me in writing my autobiographical story. Autobiography write-ups give writers opportunities to see their actions and their journey through life under certain circumstances (Ortiz \u0026amp; Duarte, \u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). With this, I was able to reflect and write the story of my experiences of learning English Second Language. I divided my story into different age groups and grades from before and when I started school to when I reached high school, which includes incidents that took place in each grade, as far as the learning of English as a second language is concerned. I wrote about my playful years as a child and the games I played. After reading Nash's (2019) book on the power of personal narratives, I decided to make my story a narrative, which helped me to have a focus. After writing my story, I went back to read it again, and I noted the obvious role motivation and socio-cultural factors played in my learning of the language. I highlighted the sections of my narrative that speak to motivation and socio-cultural factors. My autobiographical write-ups allowed me to see my actions and journey through life under certain circumstances (Ortiz \u0026amp; Duarte, \u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). I could reflect on and write about my experiences and journey in this process.\u003c/p\u003e\u003cp\u003eAuto-ethnography encourages researchers to engage in discussions with other people who have been through similar experiences so that they can learn more about themselves (Liu, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). To align with this thought, I did not depend only on my personal experiences but also on two peers who participated as critical friends in this study. When my narrative story was written, I conversed with two of my male peers (fellow postgraduate students) after they had read my story, and based on what they read, they shared experiences similar to mine. I selected my critical friends purposefully, as each participant was chosen to play a particular role. and such conversations served as a second data generation method, as I gained insight from their experiences that were guided by my story.\u003c/p\u003e\u003cp\u003eThirdly, I also adopted the letter-writing process, revealing the emotionality I experienced when encountering difficult situations in my journey of learning English as a second language. According to Camiciotti (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), letters are regarded as important data for any type of investigation. Letter writing has been used as a qualitative method for self-reflection to generate data for oneself and one's lived experiences. This suggests that letters can be used effectively to achieve certain goals as they are valuable data for reflexive and socio-linguistic research. I wrote two letters to my primary school teacher and my dad expressing myself regarding the experiences I had while learning English as a second language.\u003c/p\u003e\u003cp\u003eAfter writing the letters, I went back to my autobiographical story, which I had transcribed from the focus group conversations I had with my peers and from the letters. I read what I had written, and I created a table where I wrote themes that were occurring throughout my story. I discovered that some of the themes were overlapping, which made me have sub-themes. However, as I continued to read, I noted that they were overlapping, so I decided to stick to the major themes (motivation and curiosity, the social currency of English, the English language, stigma, and personal agency). Therefore, the themes were created inductively as they emerged from the data.\u003c/p\u003e\u003cp\u003eThe data was analysed through thematic and critical discourse analysis; for instance, data were first coded inductively to identify recurring patterns. I decided to adopt CDA analysis because it is an excellent analytical lens for an auto-ethnographic study, especially in the context of language, identity, and socio-cultural experience. In an auto-ethnographic study, CDA helps to critically examine one\u0026rsquo;s lived experience, focusing on how language reveals hidden power structures, cultural influences, and social identity, all of which are central to understanding second language learning in a real-world, socio-cultural context (Liu, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Jideani, \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Then, critical discourse analysis was applied to examine how language reflected social power dynamics (Bertram \u0026amp; Christiansen, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). CDA is an analytical discourse that looks at the relationship between language and society; it is also the study of language in texts and conversations. It analyses written and verbal language (Chebitok, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Van Dijk, \u003cspan citationid=\"CR141\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). This suggests that CDA analyses the use of language by different people in different spheres of life.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cem\u003eThemes and Phenomenon Categorization\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eThemes and levels of SCT\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCategories\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMotivation and curiosity-ZPD\u003c/p\u003e\u003cp\u003ePersonal agency-ZPD\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePersonal role: personal identity, love, respect, self-esteem, personal needs, self-direction and agency\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSocial Currency of English-Scaffolding\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFormal role: intended curriculum, professionalism, and formal actions, role, and responsibility, authority and power\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEnglish language and stigma-Mediation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInformal: role, implemented curriculum, interaction, socialization, language acquisition, and stigma\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"6. Presentation and discussion of findings","content":"\u003cp\u003eIn this section, I answer the first research question: What role do motivation and socio-cultural factors play in my learning of English as a Second Language? I discuss themes of motivation and curiosity, the social currency of English, the English language, stigma, and personal agency. I look at how these affected my learning of English as a second language and their role in learning the language. CDA makes sense of each discourse related to the themes under consideration. I draw on evidence from what I discussed in my autobiographical story to substantiate my discussion of each theme.\u003c/p\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e6.1. Self-motivation and Curiosity\u003c/h2\u003e\u003cp\u003eThe first theme that I identified is self-motivation and curiosity. I see motivation as an important factor in learning a second language. Gardner (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e1988\u003c/span\u003e) defines motivation in second language acquisition as a learner's emotional connection to the language, its associated culture, and their personal aims for learning it. This motivation is a crucial driving force, directly impacting their success in acquiring the target language. Curiosity, on the other hand, refers to a strong desire to understand and master the language. Building on this, Pluck and Johnson (\u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) highlight that coupled with motivational factors outlined in Gardner's theory, they are crucial in learning a second language.\u003c/p\u003e\u003cp\u003eI noted in my story that from a young age, I showed some motivation and curiosity to learn and know the language; this is seen in my story as I noted:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI was already crying that I wanted to go to school. I was interested in learning, but no one was ready to assist with the learning process; I used to wake up early and find my way to school. I used to wait, expect, and patiently wait for the teacher to stand before me and teach. Unfortunately, no one was ready to come and teach me, which made my heart sorrowful because I did not have a way to satisfy the burning desire in my heart to learn.\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe use of the words \u003cem\u003ealready crying, I wanted to go to school\u003c/em\u003e tells us that I was very curious to learn and be in a learning environment from a young age and that my motivation was intrinsic at this stage. I see the curiosity stirred up by evening lessons my aunt conducted with the family. Anderson et al. (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) highlight the critical role of early family literacy in fostering a lifelong love of learning. Smith (\u003cspan citationid=\"CR134\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) and Jideani (\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) emphasise that literacy is a key component of socio-economic status, enabling individuals to gain social power and prestige beyond just securing a job. The foundation for this literacy is laid at home, with parental education playing a vital role\u003c/p\u003e\u003cp\u003eBetter-educated parents can directly benefit their children\u0026rsquo;s education by starting the education process during their preschool years. In my personal writing, I noted: \u003cem\u003eEven though my parents were not well-educated, my aunt taught me basic literacy skills before I started school, and through that, the ZPD process took place as I learned on my own and with the help of my aunt as the MKO\u003c/em\u003e. My personal motivation and curiosity to learn was driven by intrinsic motivation, and perhaps I realised the benefit of learning English. In line with the above discussion, one of my peers, Sizwe, noted that \u0026lsquo;\u003cem\u003ehe pushed hard to learn how to speak the language and navigate around them teachable and fluently\u0026rsquo;.\u003c/em\u003e The use of the words \u003cem\u003epushed harder\u003c/em\u003e suggests that he tried to learn the language independently through different means. Navigating \u003cem\u003earound them is teachable, and fluently\u003c/em\u003e also gives us an idea that his motivation to learn the language was integrative as he uses it mainly to socialise. Even though my parents were not well-educated, my aunt taught me basic literacy skills before I started school, and through that, the ZPD process took place as I learned on my own and with the help of my aunt as the MKO. As a result, extrinsic motivation and curiosity to learn suggest that my personal role influenced me in learning the language.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e6.2. The Social Currency of English\u003c/h2\u003e\u003cp\u003eThe social currency of English refers to the value individuals derive from their social relationships, networks, and interactions. This suggests that using language in a certain way gives people recognition in society, especially for people in certain positions and institutions. Slavova et al. (\u003cspan citationid=\"CR130\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) note that communication skills are increasingly becoming important, with English recognised globally. Considering its power and impact in society, it stands to reason that English can give one social currency.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI stated in my story that I realized that I needed to know English as the school's language of instruction if I wanted to get promoted to other grades.\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThis suggests that through language, one can progress and advance in society. Wakeman (\u003cspan citationid=\"CR144\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) notes that the perceived value of language skills, especially English, creates a system where some learners thrive while others struggle. This disparity can be strategically used to foster instrumental motivation, encouraging learners to strive for advancement through language acquisition. This suggests that being competent in English as a language of learning and teaching in South Africa is advantageous; people who speak the language fluently are highly regarded in society.\u003c/p\u003e\u003cp\u003eSome of the challenges I experienced in learning the language can be ascribed to this thinking. My story reveals that I wrote about what I experienced in my grade five English classroom:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eOther kids who recited poems and spoke English words received commendations from my English teacher, and he used to do as if such learners were smarter because they spoke English fluently. \u0026lsquo;Look at a grade 5 learner who does not know what water is... very good Nokulunga, well done, Nhlakanipho, and I was just there looking at how learners fluently recited an English poem without any struggle\u0026rsquo;.\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe use of the words \u003cem\u003esmarter\u003c/em\u003e suggests that the teacher\u0026rsquo;s response to kids who were fluent in English made it look like those fluent in English are more intelligent than those who are not. This points to the fact that the teacher scaffolded from what my classmates already knew from grade four to recite the poem. As a result, the teacher played the formal role of an English teacher and corrected learners on using English. He also used his power as a teacher to embarrass me, who did not know what water was in English. During my conversation with my peers, some ideas about this theme arose. Paul, one of my peers, notes that speaking English does not mean anything bad about someone, \u003cem\u003eand those who do not know English do not mean they lack intelligence, as English is not a measure of intelligence\u003c/em\u003e. Nonto also adds that \u003cem\u003e\u0026lsquo;Mr. Shelembe said to me, \u0026lsquo;Even a grade R learner was better than me.\u0026rsquo; Other learners in the class used to laugh at me and take me for granted\u003c/em\u003e. Nonto\u0026rsquo;s use of the words \u003cem\u003egrade R learner better than me\u003c/em\u003e tells us that the teacher undermined her to that extent because she could not spell English words.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e6.3. English language and stigma\u003c/h2\u003e\u003cp\u003eEnglish language and stigma are themes that were identified at this point. Gluszek and Dovidio (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) note that stigma is an attribute of an individual that discredits a person in a particular social context. This suggests that stigma creates a bad or good image of someone or something based on a particular ideology. For example, a privileged girl who attends an affluent school and is fluent in English can be regarded as intelligent. However, children who do not speak English well at university may get higher marks in subjects like Mathematics and the English language than those who do. I noted in my story that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eIn the fifth grade of primary school, I was labeled dumb and good for nothing because I lacked English knowledge. My English teacher and classmates referred to me as a girl who did not even know anything, a girl who did not even know 123, and a girl who was going to fail.\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eUsing the words \u0026lsquo;\u003cem\u003edumb\u0026rsquo; and good for nothing\u003c/em\u003e suggests that because I could not spell English words, they concluded that I was stupid, as if fluency in English is a measure of intelligence. However, in terms of the social currency of English, it is seen as a sign of intelligence. Also, the use of the words \u003cem\u003ea girl who does not even know anything, a girl who does not even know 123\u003c/em\u003e tells us that if one cannot speak English, they are perceived as stupid, which is not true as I was not tested to see my performance in other subjects, they did not realise that English does not determine an individual\u0026rsquo;s mental capacity. Any characteristic devalued in a social or situational context can be considered stigmatisation, including accents (Birney et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Jideani, \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). My accent was not good since I was not used to speaking English, which made things worse as other learners negatively labeled me.\u003c/p\u003e\u003cp\u003eDuring my conversation with my critical friends, some ideas about this theme arose. Paul states that \u003cem\u003ethose who do not know English do not mean they lack intelligence, as English is not a measure of intelligence\u003c/em\u003e. Stigma is another matter that arises in learning a second language, as I discuss further below. Garner\u0026rsquo;s (1975) motivation model explores how motivation is an effective factor, which shows the learner's efforts in acquiring a new language, and situational anxiety, which relates to inhibiting effects on the learner\u0026rsquo;s efforts. This suggests that, because of stigma, I was motivated to put more effort into learning English as a mediating tool to learn all subjects in school. At this point, my classmates and teacher played informal roles in making me think that I was stupid if I could not speak English fluently.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e6.4. Personal agency\u003c/h2\u003e\u003cp\u003ePersonal agency is a person\u0026rsquo;s ability to step out of the usual way of doing things and act upon their own goals as individual professionals (Oolbekkink-Marchand et al., \u003cspan citationid=\"CR97\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). This suggests that one discovers a problem and seeks solutions rather than expecting others to assist. For example, after discovering my problem with learning English, I had to sit down and think about improving myself as an English teacher. Teacher agency also includes novice teachers' active involvement in directing and designing their practice, using their discretion in dealing with matters peculiar to their subjects (Impedovo, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). In agreement with this, after I realised that I was not ready to teach grammar in high school, I noted in my story that:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003eI bought an English grammar book and located an English Language Course (ELC) Module guide, one of the foundational English modules in the discipline. I read it thoroughly and realized there were so many aspects of grammar I did not know. I wish they had made the module compulsory for all intending English teachers. That module guide helped me note aspects of grammar I needed to learn independently.\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eUsing the words \u003cem\u003eEnglish grammar book and an English Language Course (ELC) Module guide tells us that realising\u003c/em\u003e I was not ready to teach grammar motivated me to do something about it, and these materials helped me. At this point, I ensured that I studied more grammar to do justice to this section for my learners. In support of this, Priestley et al. (\u003cspan citationid=\"CR115\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) note that personal agency drives individuals to take charge of their learning and practice. This is because I did not want to repeat mistakes made by my teachers in high school. Moreover, this also means that I was willing to learn independently (ZPD), rather than depending only on what was taught in lectures.\u003c/p\u003e\u003cp\u003eMy peers also added comments on this, as Paul noted: It is kind of disadvantageous for people who are just finishing a bachelor\u0026rsquo;s \u003cem\u003edegree because I saw the need to go beyond and do my research, because as an English teacher, I felt if not, I would be doing my learners' disservice.\u003c/em\u003e In addition, Paul stated that \u003cem\u003eI had to get a study guide because my modules did not provide me with those things, but then I got a study guide, and I went on the internet and looked at the YouTube videos, but I looked at the rules in isolation.\u003c/em\u003e In this case, personal agency is important for teachers who want to make a difference in their learners\u0026rsquo; lives (Rostami \u0026amp; Yousefi, \u003cspan citationid=\"CR121\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This links directly to motivational theory as I could have chosen to repeat what my teachers did, but I sought information to help me improve (Gardner \u0026amp; Smythe, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e1975\u003c/span\u003e). As a result, I was driven by my role as an English second language learner.\u003c/p\u003e\u003c/div\u003e"},{"header":"7. Professional learning: Future possibilities","content":"\u003cp\u003eIn this section, I reflect on the key to learning from deliberating the themes, motivation, curiosity, the social currency of English, the English language, stigma, and personal agency. In so doing, I answer the second research question: How can the awareness of the role of motivation and socio-cultural factors in learning English second language offer possibilities for my future teaching of English as a second language?\u003c/p\u003e\u003cp\u003eIn the theme of self-motivation and curiosity, when I was sharing my experiences about learning English as a second language, I realised that motivation kept me going even though I did not realise it at that time. Now, through this study and by interrogating my experiences, I have seen how important it is to have a motive behind doing something, as it keeps one going. For example, in high school, we just did English because it was one of the subjects, and I managed to pass, but I did not have a full understanding of how important it is to know it. In line with this, Beard (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) notes that the dominance of English as the most spoken language globally is undeniable. With that, as an English teacher, especially as I have noticed that learners normally struggle with the grammar part of the language, I have learnt that they need to understand why they need to learn it and master it, which is part of the motivation. In addition, after studying my experiences of having learned English as a second language, I see that (Krashen, 1982) affective factors would have worked to instill the learner\u0026rsquo;s motivation to learn the language. For instance, firstly, motivation refers to performers with high motivation who tend to do better in second language acquisition. This suggests that these people have the attitude of \u0026ldquo;I can do it\u0026rdquo; and that helps them to easily acquire the second language that is targeted.\u003c/p\u003e\u003cp\u003eFor instance, why do I need English speakers in our country, or why do I need to be fluent in the language? I would say all this to stir up interest and passion in them to have some motivation to learn the language with a goal in mind. Furthermore, I would help my learners develop their intrinsic reasons to learn the language such as for individuals to intentionally develop an interest in learning the language so that they will enjoy learning it. I would also help them develop the extrinsic reasons to learn the language such as the benefits of being fluent in it, and excelling in interviews to get good jobs.\u003c/p\u003e\u003cp\u003eIn identifying the \u003cem\u003esocial currency of English as a theme\u003c/em\u003e, I learned how important it is to know English as it opens opportunities for people, whether academically or in life in general. In line with this, Clement and Murugavel (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) highlight the significance of English as the most spoken language globally and the standard language for second-language speakers. The ability to speak it increases one\u0026rsquo;s opportunities immensely. Slavova et al. (\u003cspan citationid=\"CR130\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) note that it is important for individuals to possess communication and critical skills that would help them overcome challenges from cultural practices in societies. Also, after sharing my experiences and beginning to notice the social currency of English, as an English teacher, I saw the need to equip my learners with communication skills in every way possible. Having realised how important it is to be fluent in English in our society, I aim to focus on it and encourage my learners to use the language more often. Furthermore, as I shared in my story, the culture of my community was so dominant that they did not see learning English as important. As a result, learners need to be equipped with critical skills and decide on their own if English is important to learnt, aware of the dominant community story, and that will guide them to what they do moving forward.\u003c/p\u003e\u003cp\u003eOn the theme of the \u003cem\u003eEnglish language and stigma\u003c/em\u003e, I learned that because people perceive people who are fluent in English as intelligent, those who are not fluent are stigmatised. Birney et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) assert that any characteristic that can be devalued in a social context can be considered stigmatisation, including accents. I faced this a lot when I did my grade five for the first time in 2003, and even during breaks, learners used to laugh at me and say I was a girl who did not know anything. Slavova (2020) suggests that many English second language learners usually shy away from speaking English in the classroom; they feel other learners will judge them if they make a mistake. On such a basis, I would encourage everyone in my English classrooms to speak the target language without fear, as we are all in school to learn. I would enforce rules that no one laughs if someone makes a mistake, and there is punishment if anyone is found breaking the rule. This will help me to maintain a healthy learning environment where no one is afraid of making mistakes.\u003c/p\u003e\u003cp\u003eIn the theme of personal agency, I learned that as an English teacher, I need to focus on the needs of my learners by learning and improving myself and avoiding apprenticeship of observation (Smagorinsky \u0026amp; Barnes, \u003cspan citationid=\"CR132\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Jideani, \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Creativity and incorporating blended learning are crucial for my lessons to be practical, and I need to love the language to be motivated to work hard on improving myself (Hannaway, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Hence, the personal role is crucial in learning English as a second language for self-motivation. Furthermore, I would encourage my learners to take agency over their learning by not depending on what is learned in the classroom and going on the internet to get more information.\u003c/p\u003e"},{"header":"8. Conclusions and Educational Implications","content":"\u003cp\u003eIn conclusion, socio-cultural circumstances and motivation are key to learning a second language. My experiences of learning English as a second language demonstrate how integrative motivation, even without a specific goal, can yield positive outcomes and how my circumstances affected my learning. My journey was long and challenging, but my motivation sustained me through these challenges. Findings suggest that educators should prioritise fostering intrinsic motivation in language learners along with extrinsic motivation by encouraging their learners. Furthermore, understanding that motivation evolves implies that educators should be patient and adaptable, providing continuous support and encouragement to nurture learners\u0026rsquo; interests and goals as they develop. Educators should also recognise the importance of fostering a positive attitude towards the learning process, as this can significantly impact the success of second language learners.\u003c/p\u003e\u003cp\u003eThe implications of this discussion are significant for education systems, especially in contexts like South Africa, where English is both a medium of instruction and a marker of success. Stakeholders in a child\u0026rsquo;s education should be aware of the social and psychological pressures of learning English and how learners may perceive their abilities and their social values. It is important to foster a more inclusive approach to language learning, recognising that proficiency in English should not be the sole determinant of a student\u0026rsquo;s intelligence or worth. Additionally, schools should provide support and resources to help students develop their English skills to ensure that those from diverse linguistic backgrounds are not disadvantaged. Encouraging a broader definition of success and intelligence beyond English fluency can help mitigate feelings of inferiority and promote a more equitable learning environment.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eCDA\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eCritical discourse analysis\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eZPD\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eZone of proximal development\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eMKO\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eMore knowledgeable others\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003ch2\u003eEthics Approval and consent to participate\u003c/h2\u003e\n\u003cp\u003eThe ethical approval was obtained from the Humanities and Social Sciences Research Ethics Committee, UKZN Research Ethics Office, and the ethical clearance document indicated that the research included human participants who participated voluntarily in the study through informed consent, and their names were anonymized, and the research did not include animals. The approval number is HSSREC/00003405/2023, and the date of approval is 06 November 2023. SHHREC is registered with the South African National Health Research Ethics Council (REC-040414/-040).\u003c/p\u003e\n\u003ch2\u003eConsent for publication\u003c/h2\u003e\n\u003cp\u003eConsent to publish is granted in this research, as it is an autoethnography; the data were mostly from the researcher. However, there are a few individuals who participated in the study, and they gave consent for publication as long as their names remain unknown. Informed consent will be provided upon request.\u003c/p\u003e\n\u003ch2\u003eFunding\u003c/h2\u003e\n\u003cp\u003eThere was no funding allocated to this research from the beginning to the end.\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\n\u003cp\u003eA JIdeani is the sole author of this paper, and she did everything on my own.\u003c/p\u003e\n\u003ch2\u003eAcknowledgement\u003c/h2\u003e\n\u003cp\u003eI acknowledge my language editor, Margaret Dingalo, for her amazing work.\u003c/p\u003e\n\u003ch2\u003eData Availability\u003c/h2\u003e\n\u003cp\u003eData will be provided upon request\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAimin, L. (2013). 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In \u003cem\u003eThe stigma of addiction: An essential\u0026nbsp;\u003c/em\u003e\u003cem\u003eguide\u003c/em\u003e (pp. 71\u0026ndash;80).\u003cstrong\u003e\u003c/strong\u003e\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-7649876/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7649876/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis article presents the results of an autoethnographic study that examined the role of motivation and socio-cultural factors in learning English as a second language. Reflective autobiographical story, focus group conversations, and letter writing were used to generate data. Socio-Cultural and Motivation theories underpinned the study; data were analysed through Critical Discourse Analysis and Thematic analysis. In interrogating my experience with English as a second language learner, I discovered that it was both necessary as an academic and social endeavor, requiring much motivation. The study recommends that English second language teachers engage in self-reflection, as that may help them learn from their previous learning and teaching experiences; thus, improve their future practices.\u003c/p\u003e","manuscriptTitle":"The Role of Motivation and Socio-Cultural Factors in Learning English as a Second Language: An Auto-ethnographic Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-30 08:57:03","doi":"10.21203/rs.3.rs-7649876/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"b824cb1c-fa9e-428e-a742-7bab296bc01e","owner":[],"postedDate":"October 30th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-11-05T11:24:14+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-30 08:57:03","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7649876","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7649876","identity":"rs-7649876","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}