Abstract
This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.
Highlights
Learning a second language is a complex and arduous process involving various factors
L2 motivation has consistently been shown to be related to learning effort (e.g., Kormos & Csizér, 2008; Taguchi, Magid, & Papi, 2009), and in some studies, it has been demonstrated to be related to L2 achievement/L2 proficiency (e.g., Yashima, Nishida, & Mizumoto, 2017)
The most frequently utilized ones include self-determination theory (SDT; Deci & Ryan, 2002; Ryan & Deci, 2017), which originated in psychology and has been applied in L2 studies, and the L2 motivational self system (L2MSS; Dörnyei, 2009), which was proposed for L2 learning
Summary
Learning a second language (hereafter L2) is a complex and arduous process involving various factors. The most frequently utilized ones include self-determination theory (SDT; Deci & Ryan, 2002; Ryan & Deci, 2017), which originated in psychology and has been applied in L2 studies, and the L2 motivational self system (L2MSS; Dörnyei, 2009), which was proposed for L2 learning Independently these theories have been extensively employed in past research, few studies have attempted to systematically compare them (e.g., Konno, 2011; Yashima, 2009). The present study aims to fill the research gap by empirically comparing SDT and L2MSS, and examining their relationships to L2 proficiency as measured by the Global Test of English Communication (GTEC), a standardized English test, with a sample of first-year Japanese university students
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