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 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 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.

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 “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 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.

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 A Study of Chinese University English Majors’ L2 Motivational Self

2020 ◽  
Vol 6 (2) ◽  
pp. 67-85
Author(s):  
Meihua Liu
Keyword(s):  
Foreign Language ◽  
Learning Experience ◽  
Critical Role ◽  
Future Research ◽  
Chinese University ◽  
Positive Attitudes ◽  
L2 Motivational Self System ◽  
English Majors ◽  
Ideal L2 Self ◽  
Senior Students

As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: (1) the participants were generallyhighly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, (2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.

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.

Sign in / Sign up

Export Citation Format

Share Document