Motivation, language identities and the L2 self: a theoretical overview

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The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, background): “…fact that it was seen by many to be linked to the learners’ attitudes toward the target language community, whereas such a direct link could not be maintained with regard to Global English associated with “a nonspecific global community of English language users” (Ushioda & Dörnyei, 2009, p. 3).”
The language-learning self, self-enhancement activities, and self perceptual change (2012, background): “As Ushioda and Dornyei (2009) ask, ‘does it make sense to talk about integrative attitudes when ownership of English does not rest with a specific community of speakers?’”
Willingness to communicate of EFL learners in Turkish context (2015, background): “Some researchers (Dörnyei & Ushioda, 2009; Hashimoto, 2002; Yashima, 2002) now question the applicability of the concept of integrativeness in L2 learning when there is no specific target language community or reference group with which to be identified.”