L2 university students’ motivational self system in English writing: a sociocultural inquiry

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Shulin Yu ◽  
Lianjiang Jiang
Keyword(s):  
Native Speaker ◽  
Professional Communication ◽  
Efl Writing ◽  
English Writing ◽  
Individual Interviews ◽  
L2 Motivation ◽  
Chinese University ◽  
L2 Motivational Self System ◽  
Marginal Status ◽  
Self System

Abstract Although there is no lack of studies on L2 motivation in applied linguistics, research on L2 writing motivation remains scanty. Drawing upon Dornyei’s L2-motivational-self-system and the notions of identity, this study analyzed 27 Chinese university-based students’ English writing learning experiences. Data were gathered through individual interviews and written reflections. The findings showed that the students’ experience of learning to write was not conducive to their formation of identity as a multilingual writer because their ideal L2 selves in EFL writing were influenced by the overall learning and testing cultures. The findings also reveal that the teachers, parents, and schools played little role in shaping the students’ ought-to selves due to the marginal status of EFL writing in both the nation-wide exams and the institutional curricula. Overall, the students’ investment in learning to write yielded mostly a “passive and mediocre test-oriented” writer identity, with the capital to construct customized writings for individual and professional communication remained unattainable. The findings call for attention to the prevalent native speaker ideology and the ideology that considers students’ L1 as problem.

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

2014 ◽  
Vol 36 (2) ◽  
pp. 153 ◽  
Author(s):  
Scott Aubrey
Keyword(s):  
Structural Equation ◽  
English Language ◽  
Structural Equation Models ◽  
Japanese Learners Of English ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Motivational Structure ◽  
International Posture ◽  
Japanese Learners ◽  
Self System

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。

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 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.

Prospecting possible EFL selves

2013 ◽  
Vol 37 (5) ◽  
pp. 45
Author(s):  
Joseph Falout
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Possible Selves ◽  
The Past ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Future Situation ◽  
Possible Selves Theory ◽  
Motivation And Learning ◽  
Self System

Many recent investigations in second language (L2) motivation are based on possible selves theory and the related L2 motivational self system. Classroom applications of these theories imply encouraging students of English as a foreign language (EFL) to envision themselves using English in the future. Imagining how one might feel in a future situation is known as prospection, as opposed to directing thinking toward the past in retrospection. Following research from experimental social psychology, this paper first describes some of the brain’s functions behind prospecting. Then it identifies four potential weaknesses of prospecting that may negatively influence motivation and learning related to the use of possible selves pedagogies. Implications are considered for avoiding these pitfalls in order to promote effective teaching methods based on possible selves theory by encouraging students to look deeply, honestly, and meaningfully into their future using English. 近年の第2言語（L2）学習の動機づけの研究の多くが、「可能自己理論(possible selves theory)」及びそれに関連する「L2動機づけ自己システム(L2 motivational self system)」に基づいている。これらの理論を教育現場で適用すると、外国語としての英語を学ぶ学生に、自身が将来英語を使用しているところを想像するように促すことになる。自分が未来のある状況でどのように感じるかを想像するのは「予測(prospection)」という言葉で知られており、これは「回顧(retrospection)」と対を成す概念である。本論はまず実験社会心理学の研究を概観し、続いて「予測」の背後にある脳の働きの解明を試みる。さらに「予測」の潜在的な4つの弱点を明らかにするが、これらは教育における可能自己の使用に関連する動機づけや学習にマイナスの影響を及ぼす可能性があるものである。学生が将来の英語使用に向けて深く、真摯で、意味深い眼差しを向けるように促すことによって、可能自己に基づいた効果的な指導法を促進するために、このような危険性を回避する可能性を考察する。

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 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 Taking a closer look at the speaking of ideal self of Spanish undergraduates

2021 ◽  
Vol 8 (3) ◽  
pp. 901-916
Author(s):  
Aránzazu García-Pinar
Keyword(s):  
Ideal Self ◽  
Structured Interviews ◽  
Multimodal Intervention ◽  
Self Confidence ◽  
Self Image ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
L2 Speaking ◽  
Students Attitudes ◽  
Oral Presentations

Over the past fifteen years, research on second language (or L2) motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. This article reports the qualitative findings of a mixed-method study that explored the effects of a multimodal intervention with influential speakers on changing the students’ attitudes in public speaking. Semi-structured interviews and open-ended questionnaires were conducted with 11 engineering undergraduates, who volunteered to take part in the present study. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e., students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven students demonstrated a slight development in their levels of linguistic self-confidence, which made their vision of their ideal L2 speaking selves more realistic and clearer. The article discusses the implications of these findings and calls for a pedagogical shift that embraces more opportunities to assess the multimodal skills and strategies students need to become fluent L2 speakers.

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