Abstract
The current paper investigates the validity of the motivational L2 self system tripartite model as to explaining the L2 motivational behaviours of a sample of Arab university level EFL students in southern Saudi Arabia. Dornyei’s L2 Motivational Self System (2009) is used as the theoretical framework. A survey was designed and administered to about 400 Saudi male undergraduate students majoring in English. The obtained data were coded and analysed. The results upheld the validity of the of the L2 Self System model’s core components of Ideal L2, Ought-to L2 and learning experiences of English, as well as their relevance in the Saudi context. The findings indicated high significance levels and strong contributions from the Ideal L2 and Language Learning Experiences to the learners’ reported efforts in learning English as the criterion measure. Both components make stronger contributions to explaining the variance than Ought-to L2 component.
Highlights
Language shapes actions (Dörnyei, 2005; 2007)
The current paper investigates the validity of the motivational L2 self system tripartite model as to explaining the L2 motivational behaviours of a sample of Arab university level EFL students in southern Saudi Arabia
The contribution of Language learning experiences is slightly higher than that of Ideal L2 when it comes to learners’ reported learning efforts. These findings reveal the impact of the Ideal L2 self as well as the significant impact of learning experience on students’ motivated learning behaviour in the Saudi EFL context; the results mirror those from the literature on L2 self system studies in other Asian contexts
Summary
Language shapes actions (Dörnyei, 2005; 2007). the factors that motivate learners to acquire a second language and shape the direction and magnitude of learners’ action, constitute integrative orientation. Many researchers have admitted that the latter is inappropriate for different educational and cultural situations outside Canada (Crooks & Schmidt, 1991), that it fails to integrate with recent cognitive-situated theories of motivation (Oxford & Shearin, 1994), and that it is incapable in today’s globalisation era (e.g., Lamb, 2004; McClelland, 2000) These developments have fuelled debate surrounding a possible, and substantial, reconceptualisation of motivational theory to language learning, in a way that builds on prior understanding of L2 motivation and “[it] is embedded and develops within a complex web of environmental and social influences” This conceptualisation would be valid to global English in the 21st century and would place great emphasis on how learners’ image of themselves as language learners effects their learning progress (Dörnyei, 2005; 2009)
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