Abstract
Motivational self-systems have been researched in various educational settings including the English language teaching environment. However, motivational self-systems in the Turkish educational context still need to be investigated more due to the scarcity of studies in the local context, specifically with relation to the majors of the language learners. The current mixed-methods sequential explanatory study focuses on Turkish language learners' motivational self-systems and their correlation with the major of the learners. The quantitative data were collected from 118 participants in the Fall Term of 2019-2020 Academic Year based on convenience sampling at a language preparatory school of one of the state universities in Adana, Turkey through an adapted questionnaire. The qualitative data were gathered from 40 participants through reflective papers the participants were asked to keep at the beginning and end of the semester. The quantitative data were analyzed via SPSS 21 and the qualitative data were analyzed through thematic analysis. The findings indicated that there was no dominant L2MSS of Turkish language learners. The findings implied that the ideal L2 self of Turkish learners did not strongly correlate with their majors while their ought-to L2 self-had a strong correlation for some of the majors. Keywords: ELT, L2 motivational self-systems, ideal L2 self, ought-to L2 self, Turkish language learners. DOI: 10.7176/JEP/11-34-02 Publication date: December 31 st 2020
Highlights
Learning English has become a vital part of life and its reflection is observed in language education all around the world, it has been integrated into school curricula in various contexts
One of the changes related to motivation and L2 is Dörnyei's L2 Motivational Self System (L2MSS) which is based on language learners' perceptions of themselves, especially about their future self (Dörnyei 2005, and Dörnyei 2009)
While the mean of significance obtained from the ideal L2 self category was 0.46, the mean of significance obtained from the ought-to L2 self-category was 0,449, which indicated there was not any significant difference among major of the participants and their dominant L2MSS in the study
Summary
Learning English has become a vital part of life and its reflection is observed in language education all around the world, it has been integrated into school curricula in various contexts. Several factors are affecting the process of English learning such as culture, economy, history, or education system of any country in general (Sawir 2005; Walqui 2000). Individual differences play a crucial role throughout the English learning process (Skehan 1991). Individual differences can include age, gender, proficiency, department/ major, positive and negative emotions, use of language learning strategies, and motivation of learners (Ehrman, et al 2003). Three sources of motivation to learn L2 are intrinsic desires of a language learner to use L2 effectively, a language learner's social environment, and a language learner's experiences during the L2 learning process (Dörnyei and Chan 2013)
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