scholarly journals The L2 motivational self system: A meta-analysis

2018 ◽  
Vol 8 (4) ◽  
pp. 721-754 ◽  
Author(s):  
Ali H. Al-Hoorie
Keyword(s):  
Language Learners ◽  
Discriminant Validity ◽  
Learning Experience ◽  
Meta Analysis ◽  
Future Research ◽  
System A ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
Substantial Heterogeneity ◽  
Self System

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.

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

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 Motivational Self System ◽  
L2 Learning ◽  
Self System

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.

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

2019 ◽  
Vol 9 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Zoltán Dörnyei
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Strong Predictor ◽  
Empirical Studies ◽  
Motivated Behavior ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
Main Dimension ◽  
Self System

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.

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

2019 ◽  
Vol 17 ◽  
pp. 43
Author(s):  
Imelda Katherine Brady
Keyword(s):  
Learning Experience ◽  
Negative Relationship ◽  
Compulsory Education ◽  
Diverse Range ◽  
L2 Motivational Self System ◽  
Spanish Study ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
The Ideal ◽  
Self System

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.

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

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 ◽  
L2 Motivational Self System ◽  
Confirmatory Factor ◽  
The Impact ◽  
The Ideal ◽  
Self System

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.

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

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Strong Predictor ◽  
Contributing Factors ◽  
L2 Motivational Self System ◽  
Study Results ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
Level Of Motivation ◽  
Self System

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.

scholarly journals Exploring The L2 Motivational Self System Of Chinese English Language Learners

2019 ◽  
Vol 8 (5C) ◽  
pp. 962-966
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Structured Interviews ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
L2 Learners ◽  
English Learning Motivation ◽  
Self System

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

scholarly journals L2 Motivational Self System, International Posture, and the Socioeconomic Factor in Efl at University Level: The Case of Chile

2020 ◽  
Vol 24 (1) ◽  
pp. 142-174
Author(s):  
Mauricio Véliz-Campos ◽  
Mical Polanco-Soto ◽  
Adriana Biedroń
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Experience ◽  
Strong Predictor ◽  
Critical Role ◽  
Socioeconomic Factor ◽  
Future Research ◽  
L2 Learning ◽  
International Posture ◽  
Self System

Abstract Motivation plays a critical role in L2 language learning and has proven to be a strong predictor of success in learning a foreign language (Biedroń & Pawlak, 2016). The Second Language Motivational Self System (L2MSS) is one of the most prominent theories developed by Dörnyei (2009), which has been studied in relation to different variables affecting language learning motivation. The aim of the present study is to examine the relationship between L2MSS components, international posture, and socioeconomic status among university students. The participants of this study were 134 non-English major university students. The results suggest that the ideal L2 self, and the L2 learning experience are related to international posture insert a comma after posture whereas the L2 learning experience is a stronger predictor of students’ motivated behavior. Future research should investigate the development of future selves in instructed language learning contexts conducive to enhancing and increasing motivation to learn English.

scholarly journals Editorial

2019 ◽  
Vol 9 (1) ◽  
pp. 13-17 ◽  
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Possible Selves ◽  
Learning Experience ◽  
The Other ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
Relative Neglect ◽  
To Come ◽  
The One ◽  
Possible Selves Theory

Due to the emergence of the self in foreign/second language (L2) motivation theory and research following the introduction of the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2009), the past decade has witnessed a surge of attention devoted to the two self dimensions: the Ideal L2 Self, and the Ought-to L2 self of the model (Boo, Dörnyei, & Ryan, 2015). The third core component, however, the L2 Learning Experience has become undeservedly marginalized. We think that such relative neglect has been brought about by two phenomena. On the one hand, the L2 Learning Experience, has so far been underconceptualized, and, as such, its intangible, amorphous nature has undermined its applicability in research on a similar scale that a more elaborate theorization of the other two future self-guides has enabled. On the other hand, by incorporating Markus and Nurius’ (1986) possible selves theory into L2 motivation research, Dörnyei was able to import adaptable and novel concepts to the field, which set the course of the research agenda for years to come.

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

2019 ◽  
Vol 1 (2) ◽  
pp. 51-60
Author(s):  
Aranzazu García Pinar
Keyword(s):  
Foreign Language ◽  
Learning Experience ◽  
Ideal Self ◽  
Self Image ◽  
Future State ◽  
L2 Motivational Self System ◽  
Language Classroom ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
The Ideal

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.

scholarly journals Absorbed Expectations About English Study of Adolescent Japanese Students: Insights to the Ought-to L2 Self

2015 ◽  
Vol 39 (5) ◽  
pp. 3 ◽  
Author(s):  
Richard Sampson
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Possible Selves ◽  
First Grade ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
One Year ◽  
The Impact ◽  
Self System

Dörnyei’s (2009) L2 Motivational Self System draws the notion of possible selves into understanding language learning motivation. Whilst one element of this system involves language learners’ perceptions of expectations from significant others, research has revealed inconsistent conclusions as to the role of these influences on motivation. Moreover, little research has uncovered a picture of the qualities of such absorbed expectations. This paper presents part of a qualitative study into the contextualized motivation of one class group of first-grade Japanese kosen students. Emergent from data collected over one year, the results reveal that these students held detailed, often conflicting perceptions of expectations absorbed from various sources in their social environment. The results suggest that further research is necessary to explore the development of such perceived expectations with students and to investigate the impact on motivation of conflicting detail in expectations. Dörnyei (2009)のL2 Motivational Self Systemは、第2言語学習者の動機を理解するためにpossible self概念を用いている。 第2言語学習者が感じる「他人の期待」が動機付けになるというのがこのシステムの一部だが、その動機への影響に関して今までの研究結果は一貫性に欠けている。その上、第2言語学習者が感じる「他人の期待」の質に関する研究も少ない。本論は、ある工業高等専門学校１年の学生の動機を質的に調べる研究の一部である。1年間に収集したデータの分析により、学生が社会環境の様々な情報源から得た、詳細だが時には矛盾する期待を感じていたという結果が導き出された。第2言語学習者への「他人から感じる期待」を考察し、矛盾する期待が動機へ及ぼす影響について、更なる研究が必要とされる。

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