L2 Self Research Articles

Exploring The L2 Motivational Self System Of Chinese English Language Learners

L2 motivation research has witnessed great development during recent decades. To re-conceptualize, the ‘integrativeness’ of the traditional socio-educational model, Dörnyei (2005) proposed the L2 motivational self system for better understanding and predicting L2 motivation. Therefore, the theory of Dornyei’s L2 Motivational Self System was employed to investigate the English learning motivation of L2 learners in China context by conducting a qualitative study. The data were collected from eight Chinese university students by semi-structured interviews. It revealed that the ideal L2 self, ought-to L2 self and L2 learning experience all contributed to the intended learning efforts of L2 learners. Overall, the current study provided empirical and qualitative evidence to support the construct of Dörnyei’s L2 Motivational Self System in China context.

Motivation for Learning Spanish as a Foreign Language: The Case of Chinese L1 Speakers at University Level

The study of motivation based on non-English languages has attracted increasing attention in recent years, but related research in China is still limited. In an attempt to address this situation and with Dörnyei’s L2 Motivational Self System (L2MSS) as a framework, this paper studied seventeen Chinese university students’ motivational disposition to learn Spanish as their university major without abandoning their English study. Based on Q-methodology and complementary interviews, the results of our experiment showed that these Chinese students displayed two types of foreign-language learning motivation, one being “Multilingual group with an English orientation”, and the other “Strong Spanish”. The first group, profoundly influenced by their ideal L2 selves, had a strong motivation to learn English instead of Spanish, while the second group learned Spanish with a motivation closely related to their ought-to L2 selves. A variety of analyses were applied to answer questions pertaining to group differences and students’ attitudes towards Spanish and English learning mediated by individual, educational, and social factors.

Exploring a possible relationship between the attitude of experienced English learners towards Australian English and their L2 motivation

Abstract This paper investigates a possible relationship between the motivation and attitude of learners towards L2 in the socio-cultural context of Australia. We used an explanatory mixed-methods approach and conducted a survey with 31 international postgraduate TESOL students at a regional university in Australia. Then we conducted semi-structured interviews with six of the students. The survey results suggest a relationship between the way a learner viewed Australian English and their motivation towards L2. The motivational factors were Ideal L2 Self, Linguistic Self Confidence, Cultural Interest, Instrumentality (Promotion) and Ought-to L2 Self. While all contributed to varying degrees in motivating the learners towards L2 learning, only the first three interacted significantly with learners’ attitudes towards Australian English. Further, our interview data highlight that the attitude of the learners with regard to their favorite language variety was based more on Australian English’s Inner Circle status than its linguistic characteristics.

Research on Chinese High-School Students’ English Learning Motivation from the Self System Perspective

L2 motivation has been proven to be an important factor for second language learning. The newly proposed framework of the L2 Motivational Self System by Dörnyei has offered researchers valuable insights into L2 motivation. However, few studies have been conducted on the L2 motivation of the English learners from a self perspective in the Chinese context. In consideration of the research gap and the distinctiveness of the Chinese high-school learners, this research aimed to explore L2 motivation among Chinese high-school students from the Self System perspective. A mixed methods approach of the questionnaire with follow-up semi-structured interview was utilized in the study. 128 students (randomly selected) from 4 high-schools in Wuhan in central China filled in the questionnaire survey, and six of them joined the interview. The results of the study showed that: 1) the key component of the L2 Motivational Self System, the Ideal L2 Self cannot be the reinterpretation of integrativeness in Chinese educational contexts; 2) among three dimensions of the Self system, the language learning experience had the highest correlation with learners’ motivation, followed by the Ideal L2 Self, with the Ought-to L2 Self produced the weakest correlation. Based on findings, some practical implications for English teaching are revealed. Keywords: L2 Motivational Self System, English language learning, Chinese high-school students, integrativeness, the Ideal L2 Self, the Ought-to L2 Self, language learning experience DOI : 10.7176/JEP/10-26-07 Publication date :September 30 th 2019

The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education

ABSTRACT This study examined the influence of teachers’ use of face threat mitigation (FTM) strategies on English as a foreign language (EFL) learners’ state motivation, motivation to process instructional materials, vision of their ideal L2 self, and L2 achievement in a distance course. To this end, sixty-three EFL learners were assigned into one of the two conditions: high FTM condition and low FTM condition. In the high FTM condition, the teacher buffered the threats to the students’ face needs via the use of FTM tactics. In the low FTM condition, the teacher's interventions were, on the other hand, direct and without any efforts to mitigate the possible threats. The results indicated that teachers’ efforts to positively redress their instructional feedback interventions can positively influence EFL learners’ state motivation and motivation to process instructional materials, can promote their vision of their ideal L2 self, and can contribute to language learning success. The study concluded that the way EFL teachers communicate their feedback interventions is as important as, or even more subtle than the forms and the modality of feedback they select.

The motivational self of the novice language learner

AbstractNovice learners comprise the majority of language students in higher education, but very few decide to continue their foreign language education beyond the required credits. Educators must develop a deeper understanding of what motivates this group of students so they can design pedagogical practices that will help students shift from a checklist mindset to a lifelong commitment approach to language learning. This qualitative study examines the role that a motivational focus and future-self guides play in the language learning experience of novice language learners, taking a language class for the first time, from the USA, and the role that a grammar-based pedagogy has on the formation of those self-guides. Interviews with ten novice language learners showed that six students exhibited a strong promotion focus with an ideal L2 self available in their professional-self concept. Prevention-focused students with an available ought-to L2 self preferred classroom experiences centered around grammar topics while those with a promotional focus preferred culture-based lessons. This study makes recommendations on how language educators could maximize students’ level of engagement by knowing their students’ motivational focus.

How Motivation as Quality Influence ESL Learners’ Attitudes toward English Pronunciation Learning

The current study attempted to examine ESL learners’ attitudes toward L2 pronunciation learning and meanwhile, toinvestigate how these learners’ qualitative motivation explain their attitudes toward pronunciation learning. A total of124 ESL learners participated in the survey in which several questionnaires were included regarding L2 selfrepresentations (Papi et al., 2018), chronic regulatory focus (Higgins et al., 2001) and L2 learners attitudes towardpronunciation learning (Elliot, 1995a; Gardner, 1985). An exploratory factor analysis was performed on allpronunciation items and the results revealed a threefold-factor solution: importance of pronunciation, learningpronunciation for communicative purpose and preference for native accent. The data analysis suggested thatpromotion-focused orientation, ideal L2 self own, ought-to L2 self own and ought-to L2 self other were respectivelycorrelated with ESL learners’ attitudes toward all three factors of pronunciation learning. Particularly, ideal L2 selfown was found to predict more positive attitude toward the importance of pronunciation learning and toward thepreference for native accent than ought-to L2 self own, while the former one also predicted more negative attitudetoward learning pronunciation for communicative purpose. The study has yielded significant implications forresearchers regarding the understanding of motivation from its qualitative perspective which delineates individual’sinclination to different goals and to specific strategies for attaining these goals (Papi, 2018), as well as for ESLinstructors concerning the improvement of L2 pronunciation pedagogy and the selection of motivational approachesfor L2 pronunciation instruction.

Strengthening the visions of students as proficient L2 speakers: A teaching proposal for the EFL classroom

Over the past ten years, research on second language motivation has been dominated by Dörnyei’s influential motivational paradigm, the L2 Motivational Self System. This theoretical construct is comprised of the ideal L2 self, the ought-to L2 self and the L2 learning experience. Students’ imagined visualisations are central components in this theory, as this holds that students who have an explicit ideal self-image with an L2 component are more likely to be motivated to learn a language than other students that have not established a desired future state goal for themselves. To enhance students’ future-self-images, L2 lecturers can create adequate L2 learning experiences, where methodologies and materials fit in with the students’ needs, and where their visions as proficient users of the L2 are regularly sustained and strengthened by productive and realistic tasks. This article offers a teaching proposal that uses multimodal TED conferences as classroom artefacts to embolden students in the foreign language classroom to speak in public. These students might, if able to visualise their desired language selves portrayed in TED speakers, be motivated to spread their ideas worth spreading.

“This language still motivates me!” Advanced language students and their L2 motivation

The article focuses on written narratives of 51 Finnish university students who study German, Swedish or French as their major or one of their minors at an advanced level. The study aims to find what keeps these students motivated to study their L2. The data have been analyzed using analysis of narratives (Polkinghorne, 1995). Dörnyei’s (2009a, 2009b, 2014) L2 motivational self system (L2MSS), built around the concepts of ideal L2 self, ought-to L2 self and L2 learning experience, is used as the theoretical framework. The results indicate that perceived social pressure (ought-to L2 self) may be important when the study decision is made, but its importance diminishes during the studies. Instead, a future L2-related vision (ideal L2 self) as well as peers, teachers, course contents, and learning atmosphere (L2 learning experience) become increasingly important during the studies. The role of the emotional dimension of possible selves seems to be central in developing and preserving study motivation. At the end of the article, some implications of the results for higher education programs of languages other than English (LOTEs) are presented.

Does Short-term Study Abroad Experience Change Female Second Language Learners’ Motivation and Attitudes Towards Classroom Language Choice?

The number of studies on the effects of studying abroad on second language (L2) learning has increased in the last two decades, with the majority dedicated to linguistic outcomes. Recently, the field has called for more research on the role of studying abroad, and its relationship to L2 learners’ perceptions and attitudes. To address this call, this study examines the effects of five-week, short-term study abroad (SA) on L2 learners’ motivation, and attitudes towards classroom language choice. Eighty-eight female Korean college students participated in four different SA programs in four different countries, that offered in-class language and outside-class cultural experience programs. Results reveal that the levels of some types of motivation (i.e. ideal L2 self), stated intention to continue to learn English, and attitudes towards an English-only (EO) approach, all increased significantly after the short-term SA. However, proficiency levels of participants were found to moderate these changes, with the lower-level group benefiting more. Results of a cluster analysis further show that after the five-week SA experience, different learner profiles emerged when grouped by target variables.

Methodological Diversity in Emotions Research: Reflexivity and Identities

In this first issue of The Journal for the Psychology of Language Learning, this paper discusses some of methodological issues surrounding research methodology on emotions in the field of applied linguistics and language learning research. The aim of this paper is to develop a basic understanding and awareness of the challenges and issues involved in conducting research on emotions by bringing the notion of researcher’s reflexivity to the forefront. Studies on researcher’s reflexivity in any empirical research is nothing new, but how it is actually incorporated and manifested in the research process is a fairly neglected matter. The purpose of this paper is thus to pursue this matter by revisiting one of author’s previous research that explores emotions in conjunction with its related and intertwining factors such as identity, L2 self, positionality and learners’ language learning experiences.

Interleukin 33 regulates Th2 T-cell differentiation and macrophage polarization during acute pancreatitis

This study investigates possible second language (L2) self-identities of 20 Chinese PhD students learning English in China (i.e., English as a Foreign Language—EFL) and in overseas (i.e., English as a Second Language—ESL) contexts. A retrospective case study approach is used to examine self-identity histories. The study reveals that both the ‘ideal L2 self’ and the ‘dreaded L2 self’ were important sources of motivation in learning English in Chinese schooling and overseas education as well as in the lives of these students. Moreover, this study shows both continuity and change in students' possible self-identities. Specifically, continuity of the ideal L2 self was present over time and across the two contexts for the majority of the students, whereas change from ideal L2 self to dreaded L2 self (or vice versa) was seen in all stages of English learning for a notable minority. These results indicate that successful language learners' self-identities are multifaceted and that the formation of self-identities is a dynamic process and contingent upon levels of schooling or learning contexts.

An investigation of L2 motivational self-system and intercultural communicative competence of pre-service English teachers': Kazakhstani perspective

This study aimed to explore the relationship between L2 motivational self-system (ideal L2 self and ought to L2 self) and intercultural communicative competence (ICC) among pre-service teachers of English in Kazakhstan. Moreover, the predicting effect of ought to self and ideal self on participants ICC was examined. Quantitative methods of data analysis were used to analyse the data. The ICC scale developed by the researcher and L2 motivational self-system scale developed by Taguchi, Magid and Papi were used to collect the data. The data were collected from 307 major student-teachers' of English language teaching departments from Akhmet Yassawi and Auezov South Kazahstan State Universities. Descriptive analyses (means, standard deviations), Mann - Whitney U test, one-way analysis of variance, Kruskal - Wallis H test, Spearman rank-order correlation coefficient and regression analysis were performed to analyse the data. Keywords: ICC, L2 motivational self-system, pre-service English teachers.

Operationalizing L2 motivational self system: Improving EFL learners’ motivation through a vision enhancement program

L2 motivational self system (L2MSS) has offered novel pathways for motivating language learners by introducing the concepts of possible selves, vision and imagery. The aim of the study was to examine the effectiveness of a vision-based motivational intervention program in improving motivational attributes of Iranian learners of English as a foreign language (EFL). A total of 51 male and female adult Iranian EFL learners formed the experimental and control groups. The experimental groups received the treatment during an academic semester. The intervention consisted of six steps and included various tasks and activities to improve the students’ vision and imagination. A Likert scale self-report questionnaire was administered before and after the intervention. Marginal qualitative data was also collected for a more in-depth analysis of the results. The results of ANCOVAs alongside the qualitative analysis demonstrated that the vision-based intervention was greatly effective in enhancing second language (L2) learners’ vision and motivation. The participants’ ideal L2 self, attitude toward L2 learning, imagery capacity and intended effort improved, while their ought-to L2 self remained unchanged. The outcomes suggest that it is possible to conduct vision-based interventions that contribute to improving L2 learners’ future self-guides and motivation. Finally, the relevant pedagogical implications are discussed.

Exploring complexity in L2 and L3 motivational systems: a dynamic systems theory perspective

ABSTRACT Drawing on qualitative research, this study explores (1) how Hong Kong university students’ existing L1 and L2 affect their learning motivation for an L3 and (2) how an individual’s L2 motivation changes because of learning an L3, from a dynamic systems theory perspective. Eight undergraduate students from Hong Kong participated in this study. They were all native Cantonese speakers with English as their second language (L2) and Japanese as their third language (L3) at different proficiency levels. The students attended two rounds of extensive semi-structured interviews that focused on their sources and changes of motivation, their own perceptions of their L2 and L3 selves, their individualised methods and experiences in learning the two languages and their understanding of their cultural identities. The findings reveal the complexity of multilingual learners’ motivational dynamics in learning L1, L2 and L3. Furthermore, the influence of an L3 on the existing L2 motivation is shown to be an intriguing but under-investigated research area. Our results lend support to the newly proposed dual-motivation system theory and should contribute to a more nuanced understanding of multilingual learning.

L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia

This paper investigates the L2 motivation of Saudi university students in ESP (English for Specific Purposes) and EGP (English for General Purposes) courses. One of the common arguments about ESP courses suggests that they are more likely to generate higher levels of motivation than other types of English courses (i.e., EGP courses). Some scholars (e.g., Basturkmen, 2010; Dudley-Evans & St John, 1998; Hutchinson & Waters, 1987) hold this view, asserting that ESP courses are more relevant to learners’ needs and interests, which increases their motivation. However, none of these claims are based on empirical research; the present study aims to fill this gap. Using Dörnyei’s (2005, 2009) L2 Motivational Self System, 4,043 students enrolled in ESP and EGP courses at four Saudi universities completed an online survey. The analysis showed a significant relationship between learners’ motivation and their attended English course. The ESP group had higher ideal L2 selves and more positive attitudes towards the L2 learning experience than the EGP group, whereas the ought-to L2 selves were not significantly different. In addition, a multiple regression model was designed, and indicated that the two self-constructs had an impact on participants’ L2 achievements, either positively or negatively.

English language learners’ motivations and self-identities: A structural equation modelling analysis of survey data from Chinese learners of English

AbstractThis study employed a large-scale cross-sectional survey (n=443) to identify the structural relations among regulatory styles (motivations), identity changes and second language (L2) possible selves of Chinese students undertaking tertiary study in New Zealand. Three specific models were tested. Specifically, ideal L2 model revealed that integrated regulation had a substantial (positive) effect on ideal L2 self and had a small but significant indirect effect on ideal L2 self through additive identity change; ought-to L2 model showed that introjected regulation had a positive and substantial contribution to both split identity change and ought-to L2 self; and dreaded L2 self model demonstrated that external regulation had a positive and large contribution to dreaded L2 self. The models delineate the dynamic and interactive process of L2 learning development, which helps L2 learners to develop their identity and self so that they may develop an adaptive identity and a positive L2 self in their future L2 study. As a result of this study, it is suggested that the literature on L2 motivational possible selves should include Markus, H. & P. Nurius. 1986. Possible selves.American Psychologist41. 954–969. ‘dreaded L2 self’ alongside Dörnyei, Z. 2005.The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates. L2 Motivational Self System, because L2 learners’ motivations and self-identities seem to be multifaceted and complex.

LANGUAGES AND THE SELF

The article looks into the meaning of concepts of L2 Self, L2 Ideal self and L2 Motivational Self Systems from the point of view of their usefulness for SLA/FLT research. Psychological and sociological terminology related to the Self, Identity, Storied Self, Social Identity and Ethnicity is then discussed as well as various types of the Self useful in the analysis of attitudes to first, second and foreign languages. Examples of linguistic decisions are offered that lead to language maintenance, language loss or changes of the dominant language. Linguistic behaviour is traced back to possible ways of presenting the Self as well as to different approaches to ethnicity, integration and assimilation. Conclusions and implications for classroom language learning and teacher education are also presented.

L2 Motivation and Spirituality in College ELT: Changing L2 Learning and L2 Self With a Self-Determined Message

L2 Motivation and Spirituality in College ELT: Changing L2 Learning and L2 Self With a Self-Determined Message

Possible Teaching Selves: The Challenges of Becoming a Bilingual Teacher

Recent research on L2 motivation and language learning psychology has shifted its focus from the learner to the educator and drawn the figure of the language teacher into the limelight for the first time (cf. Kubanyiova, 2012; Mercer & Kostolous, 2018). This paper presents some of the qualitative insights into the L2 motivation of two undergraduate teacher trainees who, thanks to a recent impulse for bilingual education in Spain, have been faced with an expected L2 certification proviso in order to graduate and teach. The qualitative study reported here, part of a larger (N 520) mixed methods study employing the lens of the L2 Motivational Self System (Dörnyei, 2005, 2009) to examine L2 learner profiles in Spain, attempted to identify both ideal and ought L2 selves in the discourse of the two interviewees. To complement the possible self view of these L2 learners, Lave and Wenger’s (1991) concept of ‘legitimate peripheral participation was also employed. The interview data provides insight into the effects of a decision to implement a bilingual education system with little apparent empathy for the time and effort required by undergraduates to comply with the L2 certification requirements. Through this study, we see how these two participants struggle to conflate ideal teaching selves with ought L2 teaching selves.