Exploring the L2 Motivational Self-System in Ecuador: A Questionnaire Study in Secondary School / High School Contexts (original) (raw)
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Over the last decade, Zoltán Dörnyei's L2 Motivational Self-System (L2MSS) theoretical framework has been used to explore the relationship between successful second language learning and learner motivation in a myriad of language learning contexts. However, not many studies have been carried out in developing countries. Through the lens of L2MSS's three main components: Ideal L2 self, Ought to L2 self, and Learning experience, this study explores Language Learning Motivated Behavior (LLMB) in an Ecuadorian EFL setting. The article is part of a university research project. One hundred twenty-eight senior high school students completed a questionnaire drawn from previous research studies on the L2MSS. The results confirm that the Ideal L2 Self is a strong predictor of language learning motivation in Ecuador, validating this component as one of the Palabras clave: L2 Motivational Self-System, Motivación en el aprendizaje de idiomas, Inglés como lengua extranjera, Estudiantes ecuatorianos de inglés como lengua extranjera.
Language learning motivation: Applying the L2 Motivational Self System
Kayoko Ishikawa, Meiji University, Japan reconceptualized language learning motivation by positing it to be connected to a language learner's identity. To reflect this notion, he constructed the L2 Motivational Self System, which examines the learner's self as a second language user. Because identity is often of central concern to double and returnee children in Japan, it was thought that Dörnyei's model could effectively explain the English learning motivation of an adolescent bicultural bilingual double girl in Japan who had previously lived in the U.S. Research conducted via multiple semi-structured interviews before, during, and after a 9-day trip to the U.S. had revealed her to claim to possess 2 distinct English "voices." To make sense of these voices, Dörnyei's model was then applied to the girl's case, with special attention paid to the model's Ideal L2 Self component, as her voices appeared to be related to her motivation. Results found the model useful in explaining her desires to improve at English, for her 2 voices represented her current and future L2 selves and her motivation came from her desire to merge her 2 voices into a single voice. However, the peculiarities of the girl's case highlight the areas of the model that require modification.
Examining the Relationship Between L2 Motivational Self System and L2—Learning Among TESL Students
2012
The present study intends to show the relationship between three motivational variables known as “ideal L2 (second language) self”,“ought-to L2 self”, and “attitudes to learning English” and students' intended effort to learn English. A questionnaire of 33 items was administered to two groups of TESL (Teaching English as a Second Language) students—first-year students (53 samples) and final-year students (55 samples) in Mashhad Azad University, Iran.
When Learning English is Compulsory at School: Fluctuations in L2 Motivational Self System
International Journal of Applied Linguistics & English Literature, 2014
Research findings highlight the role of motivation in the long-term process of learning a second/foreign language. One's motivation can change even in a short period of time under the influence of multifarious factors. To enrich our understanding of the attitudinal/motivational basis of foreign language learning this study attempts to investigate L2 motivational fluctuation, and the possibility of predicting EFL learners' motivated learning behavior in light of Dörnyei's (2005, 2009) theory of L2 motivational self system. To this end, 1670 junior high and high school students studying English as a compulsory subject in Iran filled out L2 motivational self system questionnaire. Independent samples t-test and regression analyses were applied; and the findings indicated a higher motivational disposition for junior high school students in comparison to high school students, except for their attitudes towards L2 community. For both groups, attitudes towards L2 learning was the best predictor of students motivated learning behavior.
Exploring the L2 Motivational Self System in Spain: Study Design and Preliminary Findings
Journal of English Studies, 2018
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.
2014
To enrich our understanding of the attitudinal/motivational basis of foreign language learning at junior high school level, this study investigated the students’ status of L2 motivation, the relationship between motivational factors, and the possibility of predicting their motivated learning behavior in light of Dornyei’s (2005, 2009) theory of L2 Motivational Self System. To this end, 1462 junior high school students classified as private language institute-goers and non-goers filled in the Persian version of L2 Motivational Self System questionnaire. After applying independent samples t-test, correlation, and regression analyses, it was found that all students enjoyed positive attitudinal and motivational dispositions although to a different extent, attitude toward learning English was the main predictor of their motivated learning behavior, and Ideal L2 Self was particularly stronger in the institute goers, while Ought-to L2 Self was rather the same for both groups.
The L2 Motivational Self System among Nepalese College Level Learners of English
Interdisciplinary Journal of Innovation in Nepalese Academia
The main purpose of the study is to validate Dörnyei’s L2 Motivational Self System (2005; 2009) among Nepalese college level learners in a rural district of Nepal named Solukhumbu. In particular, the study aims to find out which among the three dimensions (Ideal L2 self; the- Ought to L2 self; L2 learning experience) of Dörnyei’s L2 motivational self-system impact the learners motivation in learning second language. The study employed 50 survey questions along with six background questions to the data. Correlation analysis of the data provides considerable empirical support for the validity of the L2 motivational self- system and its relevance in Nepalese context, with Ideal L2 self as the strongest predictor among the three dimensions of Dörnyei’s L2 motivational self-system along with some relation to L2 learning experience while comparing Ought to L2 self. However, Instrumentality prevention came to be the strongest contributor to the criterion measure, whereas instrumentality pr...