STRATEGIC MULTILINGUAL MINDS: INSIGHTS FROM LEARNING GERMAN ON METALINGUISTIC AWARENESS AND CAREER MOTIVATION IN FOREIGN LANGUAGE EDUCATION

Abstract

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 mixed-methods design, the research collected quantitative and qualitative data from 182 respondents through an online questionnaire combining Likert-scale items and open-ended 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.