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ABSTRACT Dörnyei's L2 motivational self‐system (L2MSS) is a dominant theory within the field of language motivation research. In this study, we explore the interrelationship between the three central components of L2MSS, with a particular focus on the often‐overlooked L2 learning experience (L2LE). While previous research has primarily examined the Ideal L2 Self and Ought‐to L2 Self in relation to various factors, this paper explores the impact of the L2LE on these two motivational constructs. We collected and analyzed data from 238 surveys administered online to Japanese university students using structural equation modeling. The results indicate that the L2LE has a causal pathway toward both the Ideal L2 Self and Ought‐to L2 Self, characterized by a moderate to strong degree of influence. Furthermore, there exists a moderate to strong causal relationship between the Ideal L2 Self and the Ought‐to L2 Self. The results of this study should have clear implications for educators and researchers, as it shows the importance of the L2LE and should encourage further research into this still underexplored construct. [ABSTRACT FROM AUTHOR]

Perseverance of effort is essential for success in learning a second language (L2). While past research has examined how motivational beliefs (e.g., growth mindset) influence L2 learners' perseverance, their generalizability and underlying motivational mechanisms remain unclear. This study investigated the relationship between growth language mindsets and perseverance of efforts in L2 learning, as well as whether this relationship can be explained by the ideal L2 self and ought‐to L2 self. A cohort of 740 EFL students from four universities in China completed a questionnaire. The results revealed that EFL learners with higher levels of growth language mindsets showed greater levels of perseverance in language learning. Furthermore, mediation analysis indicated that growth language mindsets indirectly predicted perseverance through both the ideal L2 self and the ought‐to L2 self. These results suggested that the motivational mechanisms associated with growth language mindsets are complex, involving both ideal and ought‐to images of the L2 self, which in turn could contribute to sustaining perseverance in L2 learning. Theoretical and practical implications for researchers and language teachers are discussed in light of these findings. [ABSTRACT FROM AUTHOR]

The present research examined the effects of instrumentality‐promotion and attitudes to culture and community on ideal L2 self in two educational contexts in Iran, an expanding circle country where English has not played an official or institutional role. The data obtained from 833 learners in high schools and universities was analysed using structural equation modelling (SEM) and multi‐group structural equation modelling (MSEM). The results show instrumentality‐promotion is more strongly linked with ideal L2 self and there is not a statistically significant difference in the positive effect of instrumentality‐promotion and attitudes to culture and community on learners' ideal L2 self according to the group. The findings illustrate the way in which English learners in this context develop identities needed for constructive interaction in a multicultural world. [ABSTRACT FROM AUTHOR]

Gender differences in language learning motivation have not been extensively examined. Thus, this survey study explores gender differences in the population of 599 Polish learners of English aged 14–16. Unlike other studies, it not only compares means but investigates whether there are gender differences in the way the variables interact with each other. Findings show that females scored higher than males on scales of international orientation, ideal L2 self and self‐regulation. No gender differences were observed on instrumentality, self‐efficacy beliefs, English self‐concept and intrinsic motivation. There is also a significant difference in the strength of links between self‐regulation and instrumentality, self‐efficacy beliefs as well as English self‐concept. Thus, gender effects appear more extensive than previous research has shown. [ABSTRACT FROM AUTHOR]

Within the framework of the L2 motivational self system, the present study investigates the temporal evolution of the motivational characteristics of Iranian learners of English as a foreign language (EFL) across three different populations: secondary school, high school, and university students. The data were collected from a number of 1,041 Iranian learners of English using a questionnaire survey specifically developed to be used in the context of Iran. The ANOVA results of the study showed that the promotion-focus variables (i.e. the ideal L2 self, L2 learning experience, instrumentality-promotion, attitudes towards L2 culture and community) generally improved with age up to entry into university; on the other hand, the variables with a preventional regulatory focus (i.e. the ought-to L2 Self, family influence, instrumentality-prevention) declined with age. In addition, the results of the multiple-regression analyses showed that only variables with a promotional orientation predicted motivated learning behavior and the factors predicting motivation and the ideal L2 self were different from the factors associated with the ought-to L2 self. The results are discussed based on the socio-educational context of Iran. The study provides strong evidence for a dynamic perspective towards L2 motivation and possible L2 selves. [ABSTRACT FROM AUTHOR]