L2 Self Research Articles

Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system

The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves.

Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio‐psychological perspective

AbstractThis study takes the initiative to use structural equation modeling to verify an integrated willingness to communicate in an L2 (L2 WTC) model proposed from the socio‐psychological perspective in the China's English as a second language context. A total of 1007 college freshmen (Male: n = 745; Female: n = 262) from eight universities in mainland China completed six adapted versions of questionnaires concerning L2 learners’ perception of teachers’ emotional support, the ideal L2 self, the ought‐to L2 self, the acculturation to L2 culture, L2 anxiety, and L2 WTC. It was found that the perceived teachers’ emotional support had a direct effect on L2 WTC and an indirect effect through the ideal L2 self, the ought‐to L2 self and the acculturation to L2 culture. It was also found that, although both the ideal L2 self and the ought‐to L2 self were positively related to L2 WTC, the total impact from the ideal L2 self on L2 WTC was much stronger than that of the ought‐to L2 self, with the ideal L2 self contributing more to L2 WTC through the acculturation to L2 culture while the ought‐to L2 self exerting less impact on L2 WTC by arousing higher level of L2 anxiety. Furthermore, this study added to the current literature by showing that the acculturation to L2 culture, which was significantly predicted by the perceived teachers’ emotional support and the L2 ideal self, enhanced the learners’ L2 WTC directly and indirectly by arousing lower level of L2 anxiety. Based on these results, pedagogical significance and implications for further research were suggested.

Willingness to Communicate: The Predictive Roles of the L2 Motivational Self-System and Self-Efficacy

<em>Research on communication emphasizes the psychological variables that play a great role in predicting a predisposition for engaging or avoiding communicative behavior. As a quantitative correlational study, this research was conducted with a convenient sample of 94 Iranian EFL learners to investigate to what degree the L2 motivational self-system and self-efficacy beliefs of language learners could predict second language willingness to communicate (WTC). A Likert scale highly reliable questionnaire containing 35 items was put to use to collect data on dimensions of the L2 motivational self-system, self-efficacy beliefs and L2 WTC. After the combined predictive ability of these variables, as a model, on WTC was measured, the study aimed at finding the unique contribution of each variable on WTC. Also, the researcher aimed at investigating whether gender would moderate each of the relationships between the explanatory variables and WTC. A set of multiple regression analyses indicated that the ideal L2 self, the ought-to L2 self, the L2 learning experience, and self-efficacy, as a whole model, was able to predict 41.6% of the variation in WTC. It was found that the ideal L2 self was the strongest predictor of WTC, followed by self-efficacy beliefs, which uniquely explained 38.7% and 16.8% of the variation in WTC scores, respectively. Additionally, it was observed that gender did not have the ability to statistically moderate any of the aforementioned relationships. The findings of this academic endeavor are discussed in relation to the potential theoretical and practical implications it has for the field of English language teaching.</em>

Thai and Serbian Student L2 Motivational Selves: A Contrastive Study

Applying L2 Motivational Self-System, the aim of this paper is to investigate how Thai and Serbian students construct their L2 motivational self-systems. A total of 543 students from Thailand and Serbia completed an 18-item questionnaire aimed at sampling relevant motivational factors. Although the students from both universities reported medium levels of motivated behaviour and a strong influence of their L2 learning experience, the most influential factors in the construction of self-systems were fundamentally different. While Serbian students construct their motivational self-systems on the basis of their ideal L2 selves, Thai students shape their motivational self-systems on the basis of ought-to L2 self. This difference points to the overall teaching approaches adopted in the investigated settings, where in Serbia learning experience is guided by the communicative approach to language teaching, while the Thai learning experience rests on a teacher-centred approach shaped by the collectivist cultural orientation.

L2 Motivational Self System: A Case of Thai EFL Senior High School Students

This study explored the ideal L2 self, ought-to L2 self, and L2 learning experience of the L2 motivational self system (L2MSS) among Thai EFL senior high school students. It took the form of an explanatory mixed-methods research design using the L2MSS questionnaire adopted from Taguchi et al. (2009) and Subekti (2018) to collect quantitative data from 183 students and a semi-structured interview with 6 students for qualitative data. Results from the questionnaire revealed that the ideal L2 self and L2 learning experience were high, while the ought-to L2 self was moderate. The thematic content analysis generated five themes: 1) use of English in the envisioning future career, 2) entertainment as a motivator for self-study, 3) influence of external motivational factors on internal motivation, 4) the impact of learning context, and 5) threat of examination on learning for communication. The paper concludes by recommending further research on a relationship of L2MSS constructs and English learning achievement and how the three motivation constructs predict English learning achievement. Researching the roles of parents in creating English learning motivation, and peers influence on self-efficacy development as a means to generate self-images is also suggested. Keywords: L2 motivational self system (L2MSS); Ideal L2 self; Ought-to L2 self; L2 learning experience; Senior high school students

Analyzing the Correlation Between Ideal L2 Self and Willingness to Communicate in L2 among EFL Learners

This study aimed to investigate the learners’ levels of ideal L2 self and Willingness to Communicate (WTC) not only inside but also outside the EFL classrooms and the correlation between these two constructs. Thus, the research was designed as a qualitative study, and the correlational research design was implemented to seek answers to research questions. The participants were 61 EFL learners who studied at the preparatory school of a state university. The data collected by conducting the ideal L2 self scale and WTC survey for inside and outside the classroom were analyzed through descriptive statistics, and Pearson correlation test after the normality of the data was ensured. The findings showed that the vast majority of learners had moderate levels of ideal L2 self and WTC, and a small minority reported low levels of WTC and ideal L2 self. Besides, the findings pointed out that WTC and ideal L2 self are correlated with a statistically significant relationship in a positive manner. The study first discusses the contradictory and concurrent findings with respect to previous studies conducted in different contexts like Japan, China, Indonesia, Malaysia, Thailand, Iran and Turkey, then concludes with recommendations for teachers and further research.

Becoming a speaker of multiple languages: an investigation into UK university students’ motivation for learning Chinese

ABSTRACT This study explored the language learning motivation of a small group of five university students in the UK through the constructs of Dornyei's L2 Motivational Self System and Henry’s notion of ‘the ideal multilingual self’. The five participants, all successful language learners at school, chose to specialise in modern languages at university and in addition to the foreign languages they had previously learned, decided to study Chinese. Interviews were conducted in the final year of the participants’ university course and their motivational changes during the course of studying Chinese were explored. The results revealed that two students who achieved remarkable success in learning Chinese came to possess a strong desire to integrate in Chinese society, linked to a longer period spent studying in the target language country. We suggest that integrative orientation is a significant component in maintaining the ideal L2 self, especially when a psychological and physical distance exists in relation to the target language, its culture and the country.

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context.

Learners’ emotions in learning a foreign language are claimed to shape complicated dynamic associations contributing to their motivational and linguistic outcomes, as evidenced by recent research in this area. In order to advance this research area, this study sought to investigate the foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) as the predictors of ideal L2 self in Iranian English as a Foreign Language (EFL) context. The total number of 195 English-major students from various universities completed an online survey containing the three scales in question. The measurement models were first verified using confirmatory factor analysis (CFA). Then, the structural model for the relations among the variables was tested employing structural equation modeling (SEM). The SEM results showed that although FLE and FLCA significantly predicted ideal L2 self, FLE was a stronger predictor of ideal L2 self than FLCA. This study provides significant pedagogical implications for EFL practitioners.

Training EFL Learners on Debating: Effects on Their Oral and Written Performance, Ideal L2 Self, and Communication Apprehension

This study aimed to explore the relative effect of training English as a Foreign Language (EFL) learners in debates on their oral and written performance. It also investigated the effect of training on students’ ideal second language (L2) self and communication apprehension. An intact class of English majors at a Saudi college (N=32) received training on debating for two months. Tools of data collection included a speaking test, a writing test, and a questionnaire probing students’ level of ideal L2 self and communication apprehension. Paired samples t-test revealed significant improvements in oral and written performance from pre- to post-testing. Surprisingly, the training had a significantly stronger effect on students’ writing than on their speaking. It is surprising because what comes to mind when the word debate is mentioned is speaking, not writing. Group debating performance also improved from pre- to post-testing. Finally, training significantly improved students’ ideal L2 self and reduced their communication apprehension. The debate activity thus apparently enhances EFL learners’ oral and written performance, as well as their ideal L2 self. It also seemed effective in reducing their communication apprehension. A number of pedagogical implications are offered.

L2 Motivations For Learning English as Foreign Language of Sudanese Students

Motivation is essential in learning a foreign language. Understanding how learners learn and what motivates and demotivate them will help the teachers, policy makers and curriculum planners .The study investigated the various reasons/motivations of the Sudanese Learners of English language based on Dorney soci-educational model& Garder’s of Second Language(L2) Self System. The main question the paper tried to answer was what types of motivations of Sudanese L2 learners have? . A sample of 35 students were asked their opinions on what motives them in studying English by means of a questionnaire. The result of the study showed that the majority of the participants (95%) had an extrinsic motivations i.e external factors for studying language, namely instrumentally-promotion and parental encourage and family influence .Also, Ideal L2 had significant role in Sudanese learners, as 85% of the learners responded to the questionnaire items that assessed this factor. The study also showed that the ought L2 self has the lowest impact on the students learners, only 55% of learners .The other factors /motivations that were tested in the study showed less influence on Sudanese learners but yet they are important to consider by teachers.

Investigating L2 Motivational Self System in the Turkish University Context

This research explores how well L2 motivational self systems explain language learning motivation of university students in the Turkish context. To this end, data were collected from 668 university students in a state university in Turkey using a 51-item questionnaire and semi-structured interviews in this mixed methods research. The data from both the questionnaire and the interview indicate an overwhelming impact of language learning experience on the learners’ motivation to learn English as a foreign language as opposed to their ideal L2 selves or ought-to L2 selves. The findings about the relationship among the components of L2 motivational self systems are in line with the results of the previous research, lending support to the framework of L2 motivational self systems. Finally, the results suggest that learners’ motivation is a dynamic system, changing and evolving over time. The study has implications for language teachers, curriculum designers as well as further research in language learning motivation.

DMC and Individual Differences: A Path Analytical Investigation in Turkish EFL Context

Directed motivational currents (DMCs) is a novel construct investigated by motivation researchers. Earlier studies on DMCs have focused on explaining its unique nature while the individual difference (ID) factors impacting upon its power and long-term sustainment has been under-researched. The aim of this research study was to reveal the structural interactions among DMC dispositions, self-regulated strategy use, language learning effort, ideal L2 self and imagination capacity/vision of tertiary level EFL learners in Turkish higher education context. The study was conducted with 305 participants and it employed a quantitative research design. Data were collected using a composite survey instrument. Findings showed that imagination capacity, ideal L2 self, language learning effort, and self-regulated strategy use had direct or indirect effect on DMC experience. It is probable, therefore, that these ID factors could help explain long-term existence of DMCs depending on the strength of their predictive power. On the basis of these findings, providing learners with vision-setting and vision-sustaining activities, encouraging them to put effort into the learning process and teaching them how to self-regulate via some external interventions were proposed to enhance the strength and sustainment of this unique experience.

The importance of the self: using online diaries in the EFL classroom

Abstract Learner journals, diaries, and logs have been used in a variety of learning contexts, including foreign language learning. This paper investigates how diary writing can be used in the EFL classroom to encourage students to express their identities through the language they are learning; it is also a way of supporting them in their quest for greater autonomy, with a view to exploring the interconnections between learner autonomy, learner self (L2 self), and learner emotions. More specifically, it will be shown how reflective writing – in the form of online diaries – can offer learners an important tool to explore their thoughts and emotions and reflect on their identity as learners and users of English. Moreover, diaries are a qualitative research tool for teachers and scholars, who can examine metacognitive and affective aspects of language learning. The paper reports a study conducted within a university English Language course, in which the students were encouraged to keep a reflective online diary throughout a semester. The analysis of their personal and expressive writing has shed light on their need to speak as themselves, not just as language learners, and to explore their emotions, both positive and negative. A final questionnaire has revealed that the students were generally positive about the activity, highlighting its usefulness in terms of learner autonomy, self-awareness, and self-regulation.

Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective.

This paper reports a mixed-methods study that explored the strategy use of a cohort of Chinese as second language learners in mainland China from the perspective of mediation theory. Data sources include a questionnaire survey (N = 189) and a semi-structured interview (N = 12). The findings revealed that the participants orchestrated a repertoire of language learning strategies and frequently used social and meta-cognitive strategies. Analysis of the qualitative data suggested that the participants' strategy use was shaped by the learners' self agentic power (their beliefs and Ideal L2 self), and the socio-cultural environment. Specifically, their strategy use was mediated by a host of socio-cultural factors, including learner beliefs, social agents, cultural artifacts, and learning environment. Considered together, the findings illuminate the socially situated nature of the use of language learning strategy. That is, strategy use of the participants stems from the interplay of learner agency and socio-cultural factors. The findings also imply the necessity of strategy-based instruction and highlight the importance of a Chinese-speaking environment for Chinese learning.

Motivations for Learning Korean in Vietnam: L2 Selves and Regulatory Focus Perspectives

ABSTRACT Although contextual influences on L2 motivation have been widely acknowledged, studies of underrepresented learners of less-commonly-taught languages have been extremely rare. To fill this gap, this study aimed to promote the local understanding of motivation among Vietnamese learners of Korean within the theoretical framework of L2 selves and regulatory focus. In particular, this study qualitatively explored L2 selves through an open-ended questionnaire and developed a measure of L2 regulatory focus, outlining the distinct motivational strategies associated with the ideal and ought-to L2 selves. The participants completed a survey consisting of the open-ended ideal and ought-to L2 selves and closed-ended regulatory focus scales. The promotion- and prevention-instrumentality scales were tested for their applicability to the learner population. Additionally, the promotion- and prevention-motivated behaviour scales were created and validated through statistical analysis with the thematically coded L2 selves. The results showed the strong emphasis on intrapersonal and career domains of the L2 selves. Theoretical, practical, and policy implications are discussed.

Profiling the motivational characteristics of Greek university students

Research in L2 motivation of the past 60 years has gone through a journey from seeking the sources of motivation within the individual to currently locating motivation at the interplay of cognitive, affective, and social parameters. This study adopts Dörnyei’s (2005) L2 Motivational Self System and employs an adapted version of Taguchi et al.’s (2009) questionnaire in order to examine Greek university students’ motivational profiles with regard to ideal L2 self and ought-to L2 self and promotion and prevention instrumentality. In the cluster analysis three motivational clusters are identified, with prevention instrumentality and ideal L2 self as main distinguishing factors. Through a series of analyses of variance and crosstabulation the three clusters are associated with language-related, future goals and social variables: The emergent clusters are: the highly motivated students also most proficient in L2, the low motivated students also least proficient in L2 and the overstrivers. Promotion orientations (ideal L2 self and instrumentality promotion) lead to higher L2 proficiency that lasts longer while prevention orientations erode it. The study compares Greek university students’ actual achievement to self-perceived competence and highlights the importance of the two regulatory orientations for the study of L2 motivation.

Development of a critical self in the language reading classroom: An examination of learners’ L2 self

The value of academic education is not determined by the degree, rather, it is found in the skills and knowledge students gain because of their studies in response to today's evolving globalized world. On the ground of this perspective, the present study introduced, and implemented a critical thinking-based intervention program (3Es CT framework) utilizing Blooms’ original (1956) and revised (2001) CT model to explore its impact on learners’ reading comprehension and L2 self-discrepancy in an English language context. To address this issue, two online classes of twenty-five Iranian students participated in this study. Stemming from a quantitative study, over a six-month period, the results demonstrated that the intervention group (EG) being exposed to the CT program outperformed the control group in the post-reading tests. Moreover, it was revealed that the CT program was successful in equipping learners with a critical self, which we define as nurturing learners with an analytical and reflective view of themselves to see the reality of what they are, and what they want to become. In other words, significant changes occurred in the perception of participants of EG toward their actual and ideal L2 self, and their L2 self-discrepancy.

The Ideal L2 Self as a Factor of Self-Motivation in Willingness to Communicate

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.

Exploring Effects of the Second Language Motivational Self System on Chinese EFL Learners’ Willingness to Communicate in English and Implications for L2 Education

This study explores how the three components of L2 motivational self-system (Ideal L2 self, Ought-to L2 self and Learning experience) influence Chinese college students’ willingness to communicate in English using a mixure of methods which include a questionnaire survey and individual interviews. Results show that Chinese college students’ ideal L2 self and learning experience would influence their L2 WTC significantly. Students who have a high level of ideal L2 self and more positive English learning experiences are more willing to use English to communicate inside and outside the classroom. Students’ ought-to L2 self has no significant correlation with their L2 WTC. Findings of the study offers some possible implications to improve Chinese college students’ low motivation in English learning and low willingness to use English to communicate.

Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability

ABSTRACT We argue that growth (vs. fixed) mindsets are important for positive emotions and self-development because growth mindsets can foster adaptability, referring to the ability to adjust oneself in different circumstances. This study examines the role of mindsets in adaptability and whether adaptability, in turn, predicts learning emotions (anxiety and enjoyment), self-concept, and self-efficacy. The data were collected through self-report questionnaires from 211 (141 females and 70 males, Mage = 17.2 years, SDage = 6.8) Iranian intermediate language learners. The path analysis results showed that fixed mindsets negatively predicted anxiety, enjoyment, self-concept, and self-efficacy through the mediation of adaptability, whereas growth mindsets positively predicted enjoyment, self-concept, and self-efficacy and negatively predicted anxiety through adaptability. The results held even after accounting for ideal L2 self and perceived competence. These findings highlight that growth mindset is an essential factor for developing positive learning emotions and self in foreign language classrooms.