Abstract
Successful second language (L2) acquisition demands effective self-regulated language learning (SRLL), often influenced by students’ motivation. Through structural equation modeling, the present study explored the relationships between the L2 motivational self system (L2MSS) components, including the ideal L2 self, English learning experience, ought-to L2 self, and SRLL. To this end, 613 high school English language learners completed the L2MSS questionnaire designed by Taguchi et al. (2009) and an SRLL questionnaire developed by Salehi and Jafari (2015). Pearson correlation analysis revealed strong positive relationships between the ideal L2 self, English learning experience, and all SRLL subscales. Much lower but statistically significant correlations were also found between the ought-to L2 self and SRLL constituents. The structural models revealed that both the ideal L2 self and English learning experience can significantly contribute to the affective, (meta)cognitive, and behavioral aspects of SRLL through intrinsic motivation (IM). Nevertheless, the ought-to L2 self was revealed to have negligible effects on all variables. The results emphasize the mediating role of IM in a motivational model depicting the paths to SRLL. The study concludes with a discussion of implications for language learning and teaching.
Published Version
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