Abstract
Abstract Motivation plays a critical role in L2 language learning and has proven to be a strong predictor of success in learning a foreign language (Biedroń & Pawlak, 2016). The Second Language Motivational Self System (L2MSS) is one of the most prominent theories developed by Dörnyei (2009), which has been studied in relation to different variables affecting language learning motivation. The aim of the present study is to examine the relationship between L2MSS components, international posture, and socioeconomic status among university students. The participants of this study were 134 non-English major university students. The results suggest that the ideal L2 self, and the L2 learning experience are related to international posture insert a comma after posture whereas the L2 learning experience is a stronger predictor of students’ motivated behavior. Future research should investigate the development of future selves in instructed language learning contexts conducive to enhancing and increasing motivation to learn English.
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