Abstract
Theoretical basis of this paper is the heuristic L2 Motivational Self System (L2MSS). The research aims to determine the degree to which the ideal L2 self can be regarded as a significant factor with regards to its power to make a difference in students’ actual motivated behaviour in L2 communication. The research sample consists of 396 students. The ideal L2 self is a predictor variable. Willingness to communicate and the obtained grades are criterion variables. Gender, period of time spent learning English / German, and whether students are residing in the country where the target language is spoken are all moderator variables. Systematic non-experimental observation method based on Dörnyei and Taguchi´s survey was used in this study. Cronbach’s alpha indicated high reliability in the presented sample (.92). Willingness to communicate was investigated using McCroskey´s questionnaire. The findings indicate a rather complex picture of the observed L2 MSS constructs and the importance of their components in the field of L2 learning. Therefore, for further research, it is suggested that the ideal L2 self should be divided into two constructs: obligations that the individual would like to comply with and obligations that others expect him/her to comply with. The contribution of the L2 learning experience should also be considered because otherwise, it is difficult to determine the progress of the model design and what to do with it in practice.
Highlights
Over the last two decades, motivation has come to be regarded as one of the basic variables and an important factor in predicting the efficiency of learning
This study has been dedicated to analysing the power that the ideal L2 self has to contribute to students’ actual motivated behaviour in situations of foreign language communication
It aims at investigating the predictive validity of the ideal L2 self, when it comes to willingness to communicate in a given foreign language, as well as the importance of the construction of motivation models
Summary
Over the last two decades, motivation has come to be regarded as one of the basic variables and an important factor in predicting the efficiency of learning. In the modern, globalised world and as a result of the growing need for learning foreign languages, motivation has become the focus of attention in the field of language studies. This is especially visible in the field of English language, which is considered to be lingua franca nowadays, but is important in learning other languages (Gojkov-Rajić et al, 2021a; Evtyugina et al, 2020). The term I, or self, has become the main theoretical construct that dominates the field of studying motivation in foreign language learning (Gojkov-Rajić, Šafranj and Gojkov, 2021b)
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