A Study on the Effects of L2 Motivational Self System and Language Learning Anxiety on English Performance of Non-English Major Undergraduates

Abstract

In the context of the evolving landscape of humanistic psychology and the introduction of the affective filter hypothesis, researchers have increasingly shifted their focus towards students emotional factors, particularly encompassing learning motivation and anxiety. This departure marks a shift away from the traditionally emphasized intelligence factors. Grounded in Drnyeis L2 Motivational Self System (L2MSS) and Horwitzs anxiety classification, this study engages a cohort of 107 non-English major undergraduates. Through the application of quantitative research methods, the investigation aims to explore the prevailing status of L2MSS and foreign language anxiety among these students, while also revealing correlations that exist among L2MSS, foreign language anxiety, and English achievements. The study uncovers that a majority of non-English major undergraduates exhibit moderate levels of the L2MSS and language learning anxiety. Notably, significant disparities are observed across all dimensions of L2MSS and learning anxiety among students with varying levels of achievements. Furthermore, the research underscores a notably negative correlation between the L2MSS and learning anxiety. In parallel, a substantial positive correlation emerges between L2MSS and English achievements, while learning anxiety demonstrates a robust negative correlation with English achievements. Expanding upon these insights, this study aims to provide thoughtful recommendations for college English education. The objective is to elevate the levels of non-English major undergraduates ideal L2 self, enhance their involvement in active second language learning experiences, and effectively alleviate their foreign language learning anxiety.