Implications of these findings on the theory of motivation in the realm of foreign/second language teaching and learning will be critically examined in this paper. The principal component analysis resulted in the extraction of a five-component solution labelled as "ideal L2 self, ought-to L2 self and learning environment," "integrative orientation," "career orientation," "information access," and "self-confidence and intrinsic motivation" respectively.
The results were subjected to a principal component analysis so that the underlying dimensions of students' motivational orientations for learning English in this particular context could be revealed. Following each orientation is a five-point Lickert scale (hereafter Lickert) of potential responses: very relevant, relevant, not sure, irrelevant, and not relevant at all. These fifty-four orientations were administered to 503 high school students. Sixty-four orientations were identified during exhaustive interviews, but similar themes were subsequently merged resulting in fifty-four orientations. Fifty-one high school students were originally interviewed pertaining to the reasons why they had decided to learn English in the first place. The present study seeks to fill this lacuna in research by exploring students' motivational orientations for learning English as a Foreign Language at a high school level within an Indonesian context. However, the relevance and validity of these theories across different sociocultural contexts and educational levels remain an open question, simply because motivation is context-specific.
Socio-educational Model, Self-Determination Theory, and, more recently, L2 Motivational Self System are arguably amongst the widely embraced theories of motivation in the field of foreign and second language learning.
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