Relationships between Language Learning Motivation, Language Proficiency and Self-Identity Changes in EFL Learning Contexts

Abstract

While studies of motivation have addressed various learner factors, very little research has focused on the effects of self-identity changes influenced by the target language through cultural perspectives in an EFL context. The current study, corresponding with Gardner's (1993) linguistic and nonlinguistic outcomes, attempts to examine self-identity changes produced in response to EFL learners' motivation and language proficiency. Motivation has been divided into five types: integrative, instrumental, learning situation, social responsibility, and individual development. Self-identity is perceived by learners in terms of language learning and cultural groups that they belong to as well as being defined by their values. Self-identity changes are classified into six categories which run as follows: self-confidence, additive, subtractive, productive, split, and zero changes. The participants comprised 94 EFL students majoring in Applied Foreign Languages. Data were collected through two self-reported questionnaires and a TOEIC test. Results in canonical correlation tests found that there was one set of canonical variables significantly correlated between the motivation types and the self-identity changes.