Abstract This article examines the relationship between global competence and second language learning motivation in critical language classrooms. Data were collected from 137 participants who were studying critical languages (Arabic, Chinese, Japanese, Korean, Persian) at two universities on the East and West Coasts of the United States, using a 30‐item Likert scale survey. There was a positive relationship between global competence and second language motivation, as well as between global competence and the components that are seen as constituting second language learning motivation.
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