Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran

Abstract

Within the framework of the L2 motivational self system, the present study investigates the temporal evolution of the motivational characteristics of Iranian learners of English as a foreign language (EFL) across three different populations: secondary school, high school, and university students. The data were collected from a number of 1,041 Iranian learners of English using a questionnaire survey specifically developed to be used in the context of Iran. The ANOVA results of the study showed that the promotion‐focus variables (i.e. the ideal L2 self, L2 learning experience, instrumentality‐promotion, attitudes towards L2 culture and community) generally improved with age up to entry into university; on the other hand, the variables with a preventional regulatory focus (i.e. the ought‐to L2 Self, family influence, instrumentality‐prevention) declined with age. In addition, the results of the multiple‐regression analyses showed that only variables with a promotional orientation predicted motivated learning behavior and the factors predicting motivation and the ideal L2 self were different from the factors associated with the ought‐to L2 self. The results are discussed based on the socio‐educational context of Iran. The study provides strong evidence for a dynamic perspective towards L2 motivation and possible L2 selves.