This paper explores the L2 motivation of 11 students about to start studying English as junior college English majors. The participants took part in a ten-day L2 motivational program designed to help them with L2 skills and life on campus. To understand how they participated in the program, data gathered from online learning logs were coded using qualitative thematic analysis. Consequently, the participants shifted to embody ‘none to something’ qualities in terms of L2 selves and effort during the program. That is, they established self-images to believe in when using and learning English, which eventually developed into effort-driven attitudes and behavior. The students also set goals and plans according to their L2 selves created or revealed during the program. Although the program was comparatively short with a small number of participants entering a junior college, the findings indicate that an L2 motivational program for new adult students could be conducive to promoting and sustaining their effort, L2 selves, and motivation.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. L2 Motivational Self System
    2.2. L2 Motivational Activities and Programs
    2.3. Research Question
3. METHODOLOGY
    3.1. Participants
    3.2. Motivational Program
    3.3. Learning Logs
4. FINDINGS
    4.1. The Participants Could See Their Desires to Learn English
    4.2. The Participants Could (Re)Define What Others Want for TheirEnglish
    4.3. The Participants Could Endeavor to Study English With Determination
5. DISCUSSION
6. SUMMARY AND IMPLICATION
REFERENCES

• Eunbi Kwon(Lecturer, Department of English, Hanyang Women’s University) Corresponding Author