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 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 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 L2 Motivation

2021 ◽  
Vol 13 (1) ◽  
pp. 409-426
Author(s):  
Anna Martinović ◽  
Irena Burić
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experiences ◽  
English Language Learning ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Learning Success ◽  
English Second Language ◽  
The Future ◽  
L2 Learning

Globalization has led to the spread of English, which has become the world’s international language. As a result of its importance in social, economic, and political spheres, many countries have introduced English language learning in their school curricula. However, despite its importance many learners still seem to struggle with English second language (L2) motivation, which is an important element of L2 learning success. The aim of this study was to analyse the relationship between several phases of learners’ motivation, including learners’ attributions of past English L2 learning success, current motivational characteristics, and motivation to learn English in the future. Using the L2 Motivational Self System (L2MSS) as a framework, it was found that past learning experiences did not have a significant effect on current learner motivational dispositions. However, elements of the L2MSS had an effect on learners’ intentions to exert effort into future English language learning. In other words, Croatian university students’ L2 motivation was based on their visions for the future rather than on past learning experiences. Moreover, it appears that the ideal L2 self plays a much stronger role in learners’ motivation compared to the ought-to L2 self, and this motivation is tied to utilitarian motives for learning English. In addition, the results showed that other motivational components, such as interest, as well as L2 anxiety, are important elements of learners’ motivation, suggesting cognitive as well as affective aspects in this motivational profile. The complexity of motivation as shown in this study suggests the need for further investigations in various contexts.

scholarly journals The L2 Motivational Self System: A Replication Study

2020 ◽  
Vol 42 (1) ◽  
pp. 5
Author(s):  
Leander Hughes ◽  
Stacey Vye ◽  
Debjani Ray
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Structural Equation ◽  
Equation Modeling ◽  
Socioeconomic Background ◽  
System A ◽  
L2 Motivational Self System ◽  
Two Samples ◽  
National University ◽  
Self System

This study replicates research by Taguchi, Magid, and Papi (2009) regarding the L2 motivational self system, a framework for understanding second language learning motivation in terms of how learners view themselves as users of the second language (Dörnyei, 2005). The study was of 922 students at a national university in Japan who completed a questionnaire measuring 10 different L2 motivational and attitudinal factors. Correlation analyses and structural equation modeling (SEM) of the data supported the validity of the L2 motivational self system as a culture-independent explanation of the factors comprising L2 motivation. The differences that emerged in the strengths of relationships between factors for our sample compared to the Japanese sample in Taguchi et al. are postulated to be mainly due to differences between the two samples in their socioeconomic background and educational context. 本研究は、L2動機づけ自己システムに関する研究であるTaguchi, Magid, and Papi（2009）を追試したものである。L2動機づけ自己システムとは、第二言語学習における動機づけを、学習者が自分を第二言語使用者としてどのように見ているかという観点で理解するための枠組みである（Dörnyei, 2005）。本研究には日本の国立大学生922名が参加した。彼らはL2の動機づけ及び態度に関わる10個の異なる要因を測定するアンケートに回答した。相関分析と構造方程モデリング（SEM）を行った結果、L2動機づけの要因が文化的要因と独立したものであるとするL2動機づけ自己システムの妥当性が支持された。本研究とTaguchiらの研究で要因間の関係の強さに違いが生じたのは、主に社会経済的環境及び教育環境の違いが原因だと思われる。

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.

Inter-cultural and Intra-cultural Contact and the L2 Motivational Self System: An EFL Classroom Intervention Study

RELC Journal ◽  
2019 ◽  
pp. 003368821986540
Author(s):  
Scott Aubrey ◽  
Andrew Philpott
Keyword(s):  
Classroom Environment ◽  
International Student ◽  
Comparison Group ◽  
Learning Experience ◽  
Cultural Interaction ◽  
Cultural Contact ◽  
L2 Motivational Self System ◽  
Quasi Experimental ◽  
International Posture ◽  
Self System

This 13-week study investigated changes in English as a Foreign Language (EFL) learners’ motivational states due to face-to-face inter-cultural and intra-cultural contact treatments in a Japanese EFL classroom. Drawing on the L2 motivational Self System and International Posture, this quasi-experimental study took the form of a between-groups design with pre- and post-questionnaire data. A total of 84 participants (63 Japanese students and 21 international students) were assigned to Inter-cultural, Intra-cultural, and Comparison groups. Japanese EFL students from the two treatment groups performed a series of oral tasks with either a Japanese peer (intra-cultural interaction) or a non-Japanese international student (inter-cultural interaction) while students from the Comparison group did not perform the tasks. The results revealed that inter-cultural contact led to significant increases in the variables, L2 learning experience and international posture, with no significant change in scores for any variables in either the Intra-cultural or Comparison group. Thus, the provision of inter-cultural contact in the classroom resulted in an improvement in students’ attitudes towards the classroom environment and their attitudes towards the international community. The findings are discussed in terms of the use of inter-cultural task-based interaction as a pedagogical tool to enhance motivation and as a basis for a predeparture study abroad programme.

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。

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.

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