Inter-cultural and Intra-cultural Contact and the L2 Motivational Self System: An EFL Classroom Intervention Study

Quasi Experimental ◽

International Posture ◽

This 13-week study investigated changes in English as a Foreign Language (EFL) learners’ motivational states due to face-to-face inter-cultural and intra-cultural contact treatments in a Japanese EFL classroom. Drawing on the L2 motivational Self System and International Posture, this quasi-experimental study took the form of a between-groups design with pre- and post-questionnaire data. A total of 84 participants (63 Japanese students and 21 international students) were assigned to Inter-cultural, Intra-cultural, and Comparison groups. Japanese EFL students from the two treatment groups performed a series of oral tasks with either a Japanese peer (intra-cultural interaction) or a non-Japanese international student (inter-cultural interaction) while students from the Comparison group did not perform the tasks. The results revealed that inter-cultural contact led to significant increases in the variables, L2 learning experience and international posture, with no significant change in scores for any variables in either the Intra-cultural or Comparison group. Thus, the provision of inter-cultural contact in the classroom resulted in an improvement in students’ attitudes towards the classroom environment and their attitudes towards the international community. The findings are discussed in terms of the use of inter-cultural task-based interaction as a pedagogical tool to enhance motivation and as a basis for a predeparture study abroad programme.

Development of the L2 Motivational Self System: English at a University in Japan

JALT Journal - JALT Journal 24.1 ◽

10.37546/jaltjj36.2-1 ◽

2014 ◽

Vol 36 (2) ◽

pp. 153 ◽

Cited By ~ 2

Author(s):

Scott Aubrey

Keyword(s):

Structural Equation ◽

English Language ◽

Structural Equation Models ◽

Japanese Learners Of English ◽

L2 Motivation ◽

Motivational Structure ◽

International Posture ◽

Japanese Learners ◽

This paper reports on a study investigating changes in L2 motivation for Japanese learners of English as they completed their first communicative English language course at university. I aim to describe the strength and structure of students’ motivation and the degree to which these changed over one semester. A 36-item questionnaire was used to measure components of the L2 Motivational Self System and International Posture. The questionnaire was administered twice to 202 second-year university students in Japan: during the first week of the semester and 11 weeks later. Structural equation models were created to describe the causal relationships between motivational variables for the two time periods. Paired t tests revealed that both motivated learning behavior and ought-to L2 self significantly increased over the semester. A comparison of the two models indicated that there was a change in the motivational structure from Week 1 to Week 12. 本研究は、英語学習者の動機づけの強さと構造、及びその変化に焦点をあて、日本人大学生の外国語（L2）に対する動機づけの変化を調査した。大学で最初に履修するコミュニケーション英語の授業を対象に、第2言語習得を動機づける自己システム（L2 Motivational Self System）と国際志向性の2側面を測定する36項目からなる質問紙を作成し、2年生202名に対して授業第1週目とその11週間後に調査を実施した。分析は、まず構造方程式モデリングで2回の調査間の動機づけの変化を分析し、それに基づき対応のあるt検定を実施した。分析の結果、動機づけの高い学習行動と義務自己ought-to selfに関する数値が1学期を通して向上したことが明らかになった。

Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2019.9.1.2 ◽

2019 ◽

Vol 9 (1) ◽

pp. 19-30 ◽

Cited By ~ 24

Author(s):

Zoltán Dörnyei

Keyword(s):

Language Learning ◽

Learning Experience ◽

Strong Predictor ◽

Empirical Studies ◽

Motivated Behavior ◽

L2 Learning ◽

Main Dimension ◽

The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.

Exploring the L2 Motivational Self System in Spain: Study Design and Preliminary Findings

Journal of English Studies ◽

10.18172/jes.3575 ◽

2019 ◽

Vol 17 ◽

pp. 43

Author(s):

Imelda Katherine Brady

Keyword(s):

Learning Experience ◽

Negative Relationship ◽

Compulsory Education ◽

Diverse Range ◽

Spanish Study ◽

L2 Learning ◽

Ideal L2 Self ◽

The Ideal ◽

This paper details the design and validation of a Motivational Factors Questionnaire (MFQ) used to explore the L2 Motivational Self System (L2MSS) (Dörnyei 2009) of over 500 Spanish learners of English. The mixed methods Spanish study was a partial replica of Ryan (2009) in Japan and Taguchi, Magid and Papi (2009) in Asia. The final validated version of the MFQ we present here thus contains 67 items comprising 13 psychometric scales targeting the ideal L2 self, the ought L2 self, as well as a diverse range of goal-related and affective motivational variables. We were able to confirm that the ideal L2 self is a relevant construct for the sample although the ought L2 self emerged as having a negative relationship with L2 learning. The L2 learning experience was explored in this study from the perspective of past L2 learning in compulsory education and we ascertained somewhat negative opinions in this regard.

Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2020.10.4.2 ◽

2020 ◽

Vol 10 (4) ◽

pp. 673-696

Author(s):

Chika Takahashi ◽

Seongah Im

Keyword(s):

Language Learners ◽

Second Language Learners ◽

Learning Experience ◽

Self Determination Theory ◽

Self Determination ◽

L2 Proficiency ◽

Motivational Constructs ◽

L2 Learning ◽

This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.

The L2 Motivational Self System and the Instructional Willingness to Communicate in the Kuwaiti EFL Context

Advances in Social Sciences Research Journal ◽

10.14738/assrj.86.10374 ◽

2021 ◽

Vol 8 (6) ◽

pp. 179-193

Author(s):

Abdullah A. Alenezi ◽

Shaima J. Al-Saeed ◽

Abdullah M. Alazemi

Keyword(s):

Learning Experience ◽

Factor Loading ◽

Willingness To Communicate ◽

Future Research ◽

Ideal Self ◽

Confirmatory Factor ◽

The Impact ◽

The Ideal ◽

The study explores the relationship between Dörnyei’s (2005, 2009) L2 motivational self system (L2MSS) and the English as a foreign language (EFL) learners’ instructional willingness to communicate (IWTC). It examines specifically the impact of the three elements of the L2MSS, that is, the ideal self, ought-to self, and learning experience, on the components of the IWTC. The study used a quantitative method of data collection from a two-part questionnaire; both parts were answered by the same participants. The questionnaire was adapted and modified to fit the needs of the Arabic participants, who were 247 Kuwaiti college students. A thorough confirmatory factor analysis was implemented to validate the L2MSS and IWTC questions. The outcomes of the study revealed that each part of the questionnaire was fit to test the data, and thus the tools were authenticated for future research in an Arabic context. In addition to highlighting the significant element of the motivational self, the study looked further into the construct of the IWTC and pinpointed its most important components. The findings show that the ideal self was significantly correlated with the learning responsibility component of the IWTC. The ought-to self was found to be insignificant, and the learning experience had no factor loading and thus was excluded.

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

Journal of Higher Education Research ◽

10.32629/jher.v2i4.404 ◽

2021 ◽

Vol 2 (4) ◽

Author(s):

Tianhao Li ◽

Zhenqian Liu

Keyword(s):

College Students ◽

Learning Experience ◽

Willingness To Communicate ◽

English Learning ◽

Chinese College Students ◽

Ideal L2 Self ◽

High Level ◽

Willingness To Use ◽

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.

L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v8i1.11465 ◽

2018 ◽

Vol 8 (1) ◽

Cited By ~ 2

Author(s):

Adaninggar Septi Subekti

Keyword(s):

Undergraduate Students ◽

Learning Experience ◽

Strong Predictor ◽

Contributing Factors ◽

Study Results ◽

L2 Learning ◽

Ideal L2 Self ◽

Level Of Motivation ◽

This study was conducted to find the relationship between learners’ L2 Motivational Self System (L2MSS), consisting of Ideal L2 Self, ought-to L2 Self, and L2 Learning Experience and their achievement. The participants of this quantitative study were 56 Indonesian undergraduate students who were taking English for Biotechnology class, an English for Academic Purpose (EAP) class. This study was conducted based on several rationales. Despite many researchers’ support on L2MSS’ strength in predicting L2 learning, they have not conclusively established the extent to which learners’ motivation measured with their L2MSS influences their achievements and to date, there have only been few studies investigating the relationships between L2MSS and actual learning achievements. Besides, despite L2MSS’ growing popularity in the field of motivational research, motivational studies using L2MSS in the Indonesian university context are generally still very rare. Hence, this study can serve to pave a way for further motivational studies using L2MSS in the context. The study found that in general learners had high a level of motivation as measured with L2MSS questionnaires. The study further found several results which were rather surprising. First, Ideal L2 Self and L2 Learning Experience did not have significant relationships with achievement. Even ought-to L2 Self and achievement correlated negatively. It was also found that, despite many experts’ support on L2MSS’s strength in predicting L2 learning, the participants’ L2MSS could not be a strong predictor of their achievement. Based on the results, discussions on possible contributing factors were presented along with the implications of this study results in the field of motivational studies. Based on the possible limitations of the study, furthermore, some directions for future studies are also presented.

The L2 motivational self system: A meta-analysis

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2018.8.4.2 ◽

2018 ◽

Vol 8 (4) ◽

pp. 721-754 ◽

Cited By ~ 28

Author(s):

Ali H. Al-Hoorie

Keyword(s):

Language Learners ◽

Discriminant Validity ◽

Learning Experience ◽

Meta Analysis ◽

Future Research ◽

System A ◽

L2 Learning ◽

Substantial Heterogeneity ◽

This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.

A comparison of the L2 motivational self system between Chinese EFL and ESL learners

Chinese Journal of Applied Linguistics ◽

10.1515/cjal-2016-0018 ◽

2016 ◽

Vol 39 (3) ◽

Author(s):

Zhang Jianying

Keyword(s):

Qualitative Data ◽

Learning Experience ◽

Tripartite Model ◽

Mixed Methods Approach ◽

Learning Contexts ◽

Ideal L2 Self ◽

Esl Learners ◽

The Ideal ◽

AbstractThis present study attempts to conduct a comparison of the tripartite model of L2 Motivational Self System in two different learning contexts, Chinese EFL and ESL learning settings. It was designed using a mixed methods approach, with a primary questionnaire instrument being supported by secondary interview data. The quantitative data was submitted to Amos version 18.0 to evaluate proposed models. It was found that L2 learning experience was the most important predictive dimension of intended learning effort for both samples. However, the roles of the other two components, the ideal L2 self and the ought-to L2 self, appeared to be unstable, which concludes that Dörnyei’s tripartite model obtained partial support in both EFL and ESL contexts. The analysis of qualitative data offers strong evidence for the claim that the future self-guides do not necessarily result in intended effort unless some essential conditions are met.