factors that influence L2 performance: aptitude, and motivation in learning. The model, however, placed more emphasis on the motivation factor because Gardner was interested in how people succeeded in acquiring L2 even when it seemed that their competency/aptitude is below average. This meant that motivation played a bigger role in driving those people to learn an L2. The model then attempted to explain that these motivational factors took place in the sites where L2 learning occurs: the formal site (i.e. the educational context), and the informal site (i.e. the cultural context). Gardner argued that these two contexts play distinct roles in boosting the learner's L2 performance in that the educational context became a place where explicit instruction and correction occurs, whereas the cultural context was an area allowing the learners to become immersed in the other culture without placing any specific rules or instructions. Both ways, the learners become increasingly knowledgeable and more confident with the social and cultural settings behind the L2, and these motivate them to learn L2 even more. Upon this transition, linguistic and non-linguistic outcomes emerge. In the linguistic component, learners tend to develop L2 proficiency and fluency, whereas in the non-linguistic outcomes, they undergo changes in attitudes towards the culture where the L2 came from. The process of L2 acquisition starts from the social milieu where learners have initial attitudes towards the culture behind the L2; these preset beliefs were acquired from their own cultures. The social milieu, in turn, influences the strategies, which individuals use in acquiring the L2. After knowing the individual differences in L2 acquisition, it is important to consider the context of learning (i.e. educational or cultural) because they improve L2 performance through direct (i.e. explicit instruction) and indirect (i.e. cultural immersion) means. Finally, when the learners have already acquired experience and knowledge of the L2, they gain varying positive outcomes such as fluency and appreciation of the other culture. Revisions of the socio-cultural educational model The model has undergone numerous revisions to capture the sub-processes underlying in each of the individual factors. In 1985, Gardner introduced three sub-measures namely the intensity, the desire to learn and the attitude towards learning to explain the motivation factor. Gardner argued that if these three criteria work together, the learner could effectively use motivation as a tool for L2 acquisition. Dornyei and other researchers, however, assert that this is not the case; they contend