In the present study, we surveyed the English language-learning motivations of 518 secondary school students, university students, and young adult learners in the capital of Chile, Santiago. We applied multi-group structural-equation modeling to analyze how language-learning goals, attitudes, self-related beliefs, and parental encouragement interact in shaping motivated behavior and to investigate age- and group-related differences in the internal structure of language-learning motivation. We compared our findings with previous studies using similar instruments in different settings, and based on our findings, we proposed a new interactive model of language-learning motivation, which consists of goal systems, attitudes, self-efficacy beliefs, and future self-guides.

Autonomous learning and effective self‐regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self‐regulatory strategies on autonomous learning behavior. The researchers developed a new questionnaire for Hungarian learners and administered it to secondary school students, university students, and adult language learners. Their structural equation models show that strong instrumental goals and international posture, together with positive future self‐guides, are prerequisites for use of effective self‐regulatory strategies, which in turn play an important role in influencing autonomous use of traditional and computer‐assisted learning resources. Findings reveal no major structural differences between the groups, which suggests that the model is applicable to the most important language learner populations in the context investigated. Efficient management of time and boredom, as well as proactivity in seeking learning opportunities, were found to be necessary to promote autonomous use of traditional learning resources. In contrast, satiation control and time management were not important determiners of independent use of modern learning technology. Results indicate that in order to exploit the affordances of learning technology, a proactive approach to locating and using these learning resources is necessary.