Strategic Multilingual Minds

Insights from Learning German on Metalinguistic Awareness and Career Motivation in Foreign Language Education

Bibliographic Data

ID24233146
AuthorsLilis Afifah (Universitas Negeri Yogyakarta, Indonesia Universitas Negeri Malang , Indonesia), Pratomo Widodo (0000-0002-7902-136X, Universitas Negeri Yogyakarta , Indonesia), Teguh Setiawan (Universitas Negeri Yogyakarta , Indonesia)
Year2026
Volume28
Issue1
Pages99-131
Publication date2026-06-01
Open AccessYes
TypeARTICLE
VenueSustainable Multilingualism (JOURNAL)
Journal identifiersISSN: 2335-2019 • E-ISSN: 2335-2027
PublisherWalter de Gruyter GmbH (PUBLISHER • DE)
DOI10.2478/sm-2026-0004
OpenAlexW7162940751
LanguageEN
References cited47

Although previous research has explored motivation and learning strategies in second language acquisition, few studies have specifically examined how multilingual, as opposed to merely bilingual, backgrounds influence the process of learning German as an additional language. Moreover, the role of career-oriented motivation in sustaining student engagement remains underexplored, particularly in contexts where German is learned for professional advancement rather than migration or academic mobility. To address these gaps, this study investigates the dynamic interplay between multilingualism, motivation, and learning strategies among university students in Indonesia enrolled in a German language program. Adopting a convergent mixedmethods design, the research collected quantitative and qualitative data from 182 respondents through an online questionnaire combining Likert-scale items and openended responses across three semester cohorts. Quantitative analyses using Kruskal– Wallis, Spearman, and Pearson tests revealed that multilingual backgrounds did not directly enhance German proficiency; however, digital multilingual practices were significantly associated with greater autonomous engagement in German learning. Thematic analysis of qualitative data further identified flexible learning strategies that integrated audio-visual media, social interaction, cross-linguistic reflection, and the emerging use of AI-based tools such as chatbots for independent speaking practice. Career awareness emerged as a significant motivational factor shaping students’ engagement, indicating that career-oriented goals are pivotal in sustaining their commitment to developing German language competence. These findings highlight the importance of leveraging multilingual and digital literacies to design more purposeful, career-relevant approaches to learning German as a foreign language.

AI-assisted language learning · career awareness · career motivation · chatbots · German as a foreign language · Indonesian university students · Language proficiency · Language transfer · learning strategies · Metalinguistic awareness · Multilingualism · self-directed learning · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Second Language Learning and Teaching

Tools

Open DOIOpen Access