The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective

This article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group (EG) (N = 23) and control group (CG) (N = 27), who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students were respectively selected using the purposive sampling method from the experimental and control groups for follow-up semi-structured interviews. The quantitative results revealed that the overall and dimensional (Ideal L2 Self and L2 Learning Experience) levels of L2MSS were significantly strengthened over time in the EG while kept stable in the CG. The qualitative results suggested that the enhanced Ideal L2 Self of the participants stemmed from an attractor basin that was deepened by a number of attractors encompassing Output Tasks and Peer Performance. The interview results also showed that the increased L2 Learning Experience of the participants pertained to an attractor basin that was consolidated by an array of attractors containing Output Tasks, Teacher Guidance, Group Discussion, and Peer Assessment. The findings indicated that the attractors at the subjective and social dimensions in the POA-based course collectively worked together to cause changes in L2MSS among the participants. The implications for intervening L2 motivation from a POA approach in English as a Foreign Language (EFL) classrooms were discussed.

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

Analyzing the Correlation Between Ideal L2 Self and Willingness to Communicate in L2 among EFL Learners

This study aimed to investigate the learners’ levels of ideal L2 self and Willingness to Communicate (WTC) not only inside but also outside the EFL classrooms and the correlation between these two constructs. Thus, the research was designed as a qualitative study, and the correlational research design was implemented to seek answers to research questions. The participants were 61 EFL learners who studied at the preparatory school of a state university. The data collected by conducting the ideal L2 self scale and WTC survey for inside and outside the classroom were analyzed through descriptive statistics, and Pearson correlation test after the normality of the data was ensured. The findings showed that the vast majority of learners had moderate levels of ideal L2 self and WTC, and a small minority reported low levels of WTC and ideal L2 self. Besides, the findings pointed out that WTC and ideal L2 self are correlated with a statistically significant relationship in a positive manner. The study first discusses the contradictory and concurrent findings with respect to previous studies conducted in different contexts like Japan, China, Indonesia, Malaysia, Thailand, Iran and Turkey, then concludes with recommendations for teachers and further research.

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context

Learners’ emotions in learning a foreign language are claimed to shape complicated dynamic associations contributing to their motivational and linguistic outcomes, as evidenced by recent research in this area. In order to advance this research area, this study sought to investigate the foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) as the predictors of ideal L2 self in Iranian English as a Foreign Language (EFL) context. The total number of 195 English-major students from various universities completed an online survey containing the three scales in question. The measurement models were first verified using confirmatory factor analysis (CFA). Then, the structural model for the relations among the variables was tested employing structural equation modeling (SEM). The SEM results showed that although FLE and FLCA significantly predicted ideal L2 self, FLE was a stronger predictor of ideal L2 self than FLCA. This study provides significant pedagogical implications for EFL practitioners.

Pieces of the puzzle: Stories from EFL Thai university students' language learning motivation, experiences, and self-identities in their imagined communities

<p>Despite the growth of English, the lingua franca of today’s world, most Thai undergraduates struggle to attain a high level of communicative skills in environments where English is a Foreign Language (EFL). This thesis explores and reinterprets Thai students’ language learning motivation, experiences, and their identity formation and development. The person-in-context relational view of motivation was used to complement Dörnyei’s theory of L2 Motivational Self System (L2MSS). These frameworks were used to analyse the multifaceted aspects of individual and contextual influences on the participants’ L2 self and identity. This study employs a research methodology with a focus on a narrative qualitative approach. Quantitative data were collected from 356 first-year students at a public and private university in Thailand and four Thai students were purposively selected. These four participants were formally interviewed three to four times about their English learning motivation and experiences. The narrative data were generated by a series of individual interviews and supplemented by stimulated recall interviews, an English diary, and other person-family-and-social artefacts. Their L2 learning motivation and experiences from school to university were presented as unique individual narratives. The interview transcripts were then analysed across the cases to create themes. The findings indicated that the rote-memorisation, grammar-translation, and examination-orientated methods practised by their secondary and tertiary EFL teachers impacted the participants’ language learning motivation and the development of their L2 self-identities. The Thai participants prioritised speaking skills and felt highly motivated to attain communicative English for their future career. Their ideal L2 self appeared to be strengthened by their sustained efforts to communicate in English in both formal and informal learning contexts. Nonetheless, their ideal L2 self and ought-to L2 self seemed to be interconnected and worked together in their motivational system. The participants regulated themselves by using motivational strategies in association with the promotion-focused and prevention-focused instrumentality to maximise their intended effort in learning English. The inclusion of self-efficacy into the L2MSS model yields insights into how the participants actualised their self system in their motivational orientation. They pushed themselves to gain more exposure to a variety of learning experiences in both face-to-face and virtual communication in their imagined communities. By investing their effort and time in majoring in English and Business English, they envisioned themselves after graduation improving their parents’ and extended family’s social status and well-being. Their ideal L2 self and transportable identities were developed to meet Thailand’s integration within the ASEAN Economic Community (AEC). For instance, two participants at a public university were able to envision themselves studying English at a Malaysian university. Narrative approaches shed light on the participants’ individual motivational orientations and the effects of these on the formation and development of their L2 self and identity in the past, present, and future. This study allows teachers and educators to understand the interplay between in-class and out-of-class learning experiences and the implication of the local, social, and global learning experiences of EFL Thai learners that may have been unexplored and unheard.</p>

Pieces of the puzzle: Stories from EFL Thai university students' language learning motivation, experiences, and self-identities in their imagined communities

<p>Despite the growth of English, the lingua franca of today’s world, most Thai undergraduates struggle to attain a high level of communicative skills in environments where English is a Foreign Language (EFL). This thesis explores and reinterprets Thai students’ language learning motivation, experiences, and their identity formation and development. The person-in-context relational view of motivation was used to complement Dörnyei’s theory of L2 Motivational Self System (L2MSS). These frameworks were used to analyse the multifaceted aspects of individual and contextual influences on the participants’ L2 self and identity. This study employs a research methodology with a focus on a narrative qualitative approach. Quantitative data were collected from 356 first-year students at a public and private university in Thailand and four Thai students were purposively selected. These four participants were formally interviewed three to four times about their English learning motivation and experiences. The narrative data were generated by a series of individual interviews and supplemented by stimulated recall interviews, an English diary, and other person-family-and-social artefacts. Their L2 learning motivation and experiences from school to university were presented as unique individual narratives. The interview transcripts were then analysed across the cases to create themes. The findings indicated that the rote-memorisation, grammar-translation, and examination-orientated methods practised by their secondary and tertiary EFL teachers impacted the participants’ language learning motivation and the development of their L2 self-identities. The Thai participants prioritised speaking skills and felt highly motivated to attain communicative English for their future career. Their ideal L2 self appeared to be strengthened by their sustained efforts to communicate in English in both formal and informal learning contexts. Nonetheless, their ideal L2 self and ought-to L2 self seemed to be interconnected and worked together in their motivational system. The participants regulated themselves by using motivational strategies in association with the promotion-focused and prevention-focused instrumentality to maximise their intended effort in learning English. The inclusion of self-efficacy into the L2MSS model yields insights into how the participants actualised their self system in their motivational orientation. They pushed themselves to gain more exposure to a variety of learning experiences in both face-to-face and virtual communication in their imagined communities. By investing their effort and time in majoring in English and Business English, they envisioned themselves after graduation improving their parents’ and extended family’s social status and well-being. Their ideal L2 self and transportable identities were developed to meet Thailand’s integration within the ASEAN Economic Community (AEC). For instance, two participants at a public university were able to envision themselves studying English at a Malaysian university. Narrative approaches shed light on the participants’ individual motivational orientations and the effects of these on the formation and development of their L2 self and identity in the past, present, and future. This study allows teachers and educators to understand the interplay between in-class and out-of-class learning experiences and the implication of the local, social, and global learning experiences of EFL Thai learners that may have been unexplored and unheard.</p>

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

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.

Exploring Effects of the Second Language Motivational Self System on Chinese EFL Learners’ Willingness to Communicate in English and Implications for L2 Education

This study explores how the three components of L2 motivational self-system (Ideal L2 self, Ought-to L2 self and Learning experience) influence Chinese college students’ willingness to communicate in English using a mixure of methods which include a questionnaire survey and individual interviews. Results show that Chinese college students’ ideal L2 self and learning experience would influence their L2 WTC significantly. Students who have a high level of ideal L2 self and more positive English learning experiences are more willing to use English to communicate inside and outside the classroom. Students’ ought-to L2 self has no significant correlation with their L2 WTC. Findings of the study offers some possible implications to improve Chinese college students’ low motivation in English learning and low willingness to use English to communicate.

From Demotivation to Remotivation: A Mixed-Methods Investigation

Research into language learning demotivation has tended to focus on the identification of discrete factors resulting in demotivation. In this article, we report an investigation into the interrelationship among factors eventually leading to demotivation using a sequential exploratory mixed-methods design. In Study 1, 13 participants were interviewed about their demotivation experiences and what factors, they perceived, had led to demotivation over a period of 12 months. We then used these results to formulate a demotivation model. In Study 2, we tested the generalizability of this model on a larger sample ( N = 2044). Using structural equation modeling, our results showed that the model fit the data, and most of its paths were statistically significant. This model showed that having a fixed mindset had one direct and two indirect paths to demotivation. The two indirect paths were through lowering the learner’s ideal L2 self and through feeling disappointed by setbacks. We discuss the implication of our findings for language learning and teaching.

Motivational Languaging for L2 Learning and Motivation

This paper focuses on the effect of motivational languaging activities (MLAs) on EFL learning motivation. Swain (2006) defines languaging as “the process of making meaning and shaping knowledge and experience through language” (p. 98). We extend Swain’s original notion to L2 motivation; through MLAs, L2 learners are encouraged to talk or write about the importance of L2 learning and their visions in their own words. Various types of activities were implemented for elementary, junior high, and high school students: 1) written, 2) spoken, and 3) spoken plus written activities, in individual or group conditions. By using questionnaires, students’ motivational changes including their ideal L2 self and the ought-to L2 self (Dörnyei, 2009) were measured at the beginning and the end of the participation in the activities. The results indicated that students in experimental groups exhibited various increases in their motivations, compared to no significant changes in control groups. Furthermore, the written form proved to be a more effective type of activities, especially when students engaged in it individually. Findings suggest the usefulness of MLAs for enhancing L2 learning motivation.