Structural relationships between second-language future self-image and the reading achievement of young Chinese language learners in Hong Kong

Abstract

Based on the L2 Motivational Self System (L2MSS), the present study explores the structural relationships between second language (L2) learners' L2-specific future self-guides (comprising both ideal and ought-to selves), motivated learning behavior, and L2 achievement among young Chinese as a second language (CSL) learners in Hong Kong. Although studies have been conducted on CSL learners' difficulty in acquiring Chinese literacy, the influence of learning motivation has yet to be scrutinized. The study participants comprised 121 primary students, whose L2 reading comprehension was assessed during grade 5, and in grade 6 they responded to an L2MSS questionnaire and took another set of reading tests. The results of structural equation modeling showed that while only the students' ideal L2 self, not the ought-to self, was related to their grade 5 reading achievement, both L2 selves were predictive of motivated learning behavior. Moreover, controlling for grade 5 reading achievement, the relationships between students' L2 selves and grade 6 reading achievement were better represented in a model with motivated behavior as a mediator. Recognizing the influence of prior achievement, the findings of the present study thus support the predictive influence of the L2 selves, with motivated behavior as a mediating link, on L2 achievement.