Study of L2 Learning Motivation Based on L2 Motivational Self System

2013 ◽  
Vol 36 (2) ◽  
Author(s):  
Fengge Liu
Keyword(s):  
Learning Motivation ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
Self System

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 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 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 Sketching a motivational landscape

2021 ◽  
Author(s):  
Tessa Mearns ◽  
Nivja de Jong
Keyword(s):  
Secondary Education ◽  
The Netherlands ◽  
Language Learning ◽  
Bilingual Education ◽  
Learning Motivation ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
Mainstream Education ◽  
Academic Tracks ◽  
Self System

Abstract Studies of motivation in bilingual education settings often address questions of differences between learners in bilingual programmes and those in mainstream education. Problematic in this respect is our increasing awareness of the inherent differences between these two learner groups, as learners in bilingual programmes have often chosen or been selected for a bilingual route (Mearns et al., 2017). The study presented here therefore does not seek to compare learners in bilingual and non-bilingual programmes, but rather to explore the nature of language learning motivation within the context of bilingual secondary education (BSE) in the Netherlands. Using a purpose-designed tool reflecting the L2 Motivational Self System (Dörnyei, 2009), this study investigated trends in motivation across genders, academic tracks and year-groups of nearly 2000 learners. Findings suggest that, although these learners all have bilingual education in common, differences between the motivations of these groups should not be overlooked.

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 Potential Changes in Saudi Students’ Motivations and Attitudes towards Learning English as a Foreign Language after Immersion in an L2 Learning Environment

2022 ◽  
Vol 4 (1) ◽  
pp. 01-21
Author(s):  
Maha Alshehri
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Saudi Students ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
The Uk ◽  
The Impact ◽  
Self System ◽  
Learning English ◽  
Attitudes Towards Learning

This study traces potential changes in the motivation of Saudi students studying English as a second language (L2) in the UK. It investigates whether the beliefs and motivations of these students have changed during their learning experience, and identifies the pedagogical implications of such change for English teaching, not only to Saudi students in the UK but also to Saudi students enrolled in Saudi higher education institutions. It aims to identify the reasons behind changes in motivation as well as the impact these may have on students’ attitudes towards learning English as a foreign language (EFL). Data from questionnaires, interviews, and observations are used through three phases of the English academic programme. The study subjects are newly arrived Saudi students (three PhD students and 29 Master’s students) studying in four different universities in the UK under the fields of Linguistics, Applied Linguistics, and Translation. The conceptual framework is based on Dörnyei’s L2 Motivational Self System Theory and Dörnyei & Ushioda’s motivation and L2 self-framework. Changes in motivation are usually accompanied by changes in students’ classroom involvement, attitudes towards the target language, and positive or negative impacts on the students’ outcomes and language competencies. Similar to other types of learning, L2 learning cannot take place in a vacuum. The present study has various contributions to the field of SLA. First, it validates earlier studies about the issue of motivation in linguistics, attitudes towards language, and changes in one’s self-identity as an outcome of language development. Second, it serves as an addition to the body of knowledge pertaining to motivation and attitude of Saudi students towards English as L2 and the important role of culture in this process. Further, it serves as an important contribution to how Saudi students’ L2 acquisition is understood using Dörnyei's L2 Motivational Self System.

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 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.

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