L2 Motivational Self System of Korean High School and University Learners of English: A Structural Equation Modeling Approach

Abstract

Dörnyei’s (2009) L2 motivational self system has been applied in diverse settings worldwide to understand the motivation to learn languages. Some of the past research has suggested that students at different institutional levels develop different forms of motivational selves. Little research, however, has focused on the L2 motivation of Korean students at varying levels, in relation to their self-concept. This study, therefore, investigates (a) how learners’ L2 motivational self system (ideal L2 self, ought-to L2 self, and L2 experience) predicts intended L2 learning effort, and (b) how the motivational system differs between high school and university students. A questionnaire was completed by 109 high school students and 72 university students, and structural equation modeling was run. The results showed that L2 experience, along with ideal L2 self, played a crucial role in predicting the intended effort. Ideal L2 self also significantly influenced L2 experience, which in turn affected intended effort. The findings also revealed that compared to university students, high school students’ intended effort was more strongly influenced by L2 experience, and less directly affected by ideal L2 self. Ought- to L2 self had a negative impact on intended effort for the high school students, but no impact for the university students.