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

2021 ◽  
Vol 11 (4) ◽  
pp. 543-578
Author(s):  
Jelena Bobkina ◽  
María-José Gómez-Ortiz ◽  
María Cristina Núñez del Río ◽  
Susana Sastre-Merino
Keyword(s):  
University Students ◽  
Contextual Variables ◽  
L2 Proficiency ◽  
Sports Science ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
The Ideal ◽  
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.

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 Language motivation and attitudes: a study with English for Academic Purposes learners

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Flavia Azeredo Cerqueira ◽  
Shellwyn Badger
Keyword(s):  
International Education ◽  
Language Attitudes ◽  
English For Academic Purposes ◽  
Positive Tendency ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
Belo Horizonte ◽  
Self System

Abstract The study investigates English for Academic Purposes (EAP) course learners’ motivation within the L2 Motivational Self System Framework (cf. DÖRNYEI; CLÉMENT, 2001; DÖRNYEI, 2005; CSIZÉR; DÖRNYEI, 2005b) and their achievement. The framework consists of three components, of which the ideal L2 self is the most important in the maintenance of motivation.  Brazilian learners of EAP, students of a federal university in Belo Horizonte, participated in the study. The data was collected by means of questionnaires about attitude and motivation towards the L2, L2 learning and EAP, and also the ethnicity and socioeconomic backgrounds of learners. The EAP course as a program component of a broader, federal Brazilian policy with both national and international stakeholders was also examined. The results suggest that the learners possess a well-established ideal L2 self.  The variables measured in this project presented a positive tendency towards L2 motivation. This confirms that the participants were motivated to learn the L2 language, in this case English.  The socioeconomic and ethnic variables indicate that whites from a middle-class background are the majority group on campus. Recommendations for further research in L2 motivation and policy studies conclude the paper. Keywords: EAP. Educational policy. International education. L2 motivational self system. Language attitudes. L2 learning.   Resumo Este estudo investiga a motivação de aprendizes de Inglês para Fins Acadêmicos (IFA) a partir do Modelo de Autossistema Motivacional na L2 (DÖRNYEI; CLÉMENT, 2001; DÖRNYEI, 2005; CSIZÉR; DÖRNYEI, 2005b) e o aproveitamento dos aprendizes no curso. O modelo de Autossistema Motivacional na L2 consiste de três componentes, nos quais o self ideal na L2é o mais importante para a manutenção da motivação. Os participantes do estudo eram aprendizes brasileiros de IFA, estudantes de uma universidade em Belo Horizonte. Os dados foram coletados em questionários sobre atitude e motivação em relação à L2, aprendizagem de L2 e IFA, bem como informações dos participantes a respeito de questões de etnia e situação socioeconômica. Foi examinado também o curso IFA como componente de um amplo programa de política federal com foco nacional e internacional. Os resultados sugerem que os participantes apresentam um self ideal na L2 bem estabelecido. As demais variáveis indicaram uma tendência positiva em relação à motivação. Esse dado confirma que os participantes estavam motivados para aprender a L2. As variáveis socioeconômicas e étnicas indicaram que os estudantes brancos, de classe média representam o grupo majoritário presente no campus universitário estudado. Palavras-chave: IFA. Políticas educacionais. Educação internacional. Modelo de Autossistema Motivacional na L2. Atitude linguística. Aprendizagem de L2.

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 Contrasting Motivational Characteristics of University Students With and Without Study-Abroad Interests: A Profile Analysis

2017 ◽  
Vol 41 (1) ◽  
pp. 13
Author(s):  
Chika Kojima Takahashi
Keyword(s):  
Study Abroad ◽  
University Students ◽  
Profile Analysis ◽  
Self Determination Theory ◽  
Self Determination ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Ideal L2 Self ◽  
Motivational Profiles ◽  
The Difference

This study investigated motivational profiles of university students’ interests/disinterests in study abroad within the frameworks of self-determination theory (Deci & Ryan, 1985) and the L2 Motivational Self System (Dörnyei, 2009). Although much has been investigated regarding study abroad and L2 motivation, it has remained unclear as to what the motivational characteristics are among students who study abroad or who are interested in doing so before taking on the journey. In order to investigate the difference between the two groups, a questionnaire was administered to 77 university students, and the data were analyzed using profile and correlational instruments. The results indicated that those interested in study abroad had significantly high intrinsic motivation and a strong image of their ideal L2 selves. Furthermore, it was a specific and elaborate type of ideal L2 self that correlated highly with intended learning effort regardless of the groups. Based on the results, pedagogical implications are discussed. 本研究では、自己決定理論およびＬ２セルフシステムの枠組みを使って、留学に興味のある大学生とそうでない大学生の動機づけに関する違いを調査した。留学とＬ２動機づけに関してはさまざまな研究が存在するが、留学によってＬ２動機づけがどのように変化するかを調べたものが多く、そもそも留学に興味を示すものとそうでない者との留学前の動機づけ面における特徴を調査した研究が不足している。そこで本研究では、77人の大学生を対象にアンケートを行い、プロフィール分析および相関分析により、その差を調査した。その結果、留学に興味のあるグループは特に内発的動機づけが高く、Ｌ２理想自己が強いことが明らかになった。さらに、興味の有無にかかわりなく、Ｌ２学習の努力の度合いとの相関が高いのは、具体的なレベルでのＬ２理想自己であった。このような結果を基に、研究では教育的示唆も論じる。

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

2019 ◽  
Vol 9 (2) ◽  
pp. 287-311
Author(s):  
Anne Huhtala ◽  
Anta Kursiša ◽  
Marjo Vesalainen
Keyword(s):  
Possible Selves ◽  
Learning Experience ◽  
Advanced Level ◽  
Written Narratives ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Emotional Dimension ◽  
L2 Learning ◽  
Ideal L2 Self

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.

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 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.

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

2016 ◽  
Vol 39 (3) ◽  
Author(s):  
Zhang Jianying
Keyword(s):  
Qualitative Data ◽  
Learning Experience ◽  
Tripartite Model ◽  
Mixed Methods Approach ◽  
Learning Contexts ◽  
L2 Motivational Self System ◽  
Ideal L2 Self ◽  
Esl Learners ◽  
The Ideal ◽  
Self System

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.

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

2021 ◽  
pp. 189-202
Author(s):  
Jelisaveta Šafranj ◽  
Aleksandra Gojkov Rajić ◽  
Vesna Bogdanović
Keyword(s):  
High Reliability ◽  
Learning Experience ◽  
Predictor Variable ◽  
Willingness To Communicate ◽  
Target Language ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
The Individual ◽  
The Ideal

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.

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