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The emergence of Positive Psychology in second language acquisition has placed greater emphasis on the vital role of engagement in learning English as a foreign language (EFL). Although previous research has established that EFL learners' engagement is affected by ideal L2 self, boredom, and grit respectively, sporadic studies have attempted to address the simultaneous link between these factors and engagement. To fill the gap, this study aims to examine the association between the ideal L2 self and engagement among EFL learners, with a special focus on the mediating role of grit and boredom in the relationship. A total of 466 EFL learners were enrolled in two public universities in Northern China. Structural equation modeling (SEM) results revealed that grit positively predicted engagement and mediated the relationship between the ideal L2 self and engagement. Moreover, boredom negatively predicted engagement and acted as a mediator between the ideal L2 self and engagement. However, ideal L2 self did not directly predict engagement. These findings contribute to the current knowledge by elucidating the complex relationships between the three factors and engagement, which can provide insights for pedagogical practices and directions for future research. [ABSTRACT FROM AUTHOR]

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Considering the recent, burgeoning interest in positive psychology individual difference factors and the prominent role of ideal L2 self in learning foreign languages, this study is an attempt to investigate the mechanism through which Foreign Language Enjoyment (FLE) and L2 grit could have a mediating role in the association between ideal L2 self and Foreign Language Achievement (FLA). A total of 452 English language learners, selected by convenience sampling from different branches of a language institute, responded to the survey items. The results of data analysis using structural equation modelling (SEM) demonstrated that learners' ideal L2 self, i.e., their image of themselves as competent and proficient EFL users in future, was directly and positively associated with their FLA. Additionally, ideal L2 self was linked to FLA through both L2 grit and FLE. Implications regarding teachers' roles in promoting FLE, ideal L2 self, and L2 grit are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The acquisition of a second language has consistently emerged as a fundamental concern among students globally, paralleled by the enduring significance of motivation for second language learning. The primary objective of this study was to examine the intricate interplay between the motivational dimensions of the L2 selfsystem, encompassing the ideal L2 self, ought-to L2 self, and L2 learning experience, and their potential impact on the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. By exploring the correlation between these specific motivational factors and the learners' test performance, the study shed light on the nuanced dynamics and significance of these motivational constructs within Iran's distinct cultural and educational context. Methodology: A descriptive correlational study was explicitly devised to ascertain the correlation between the L2 motivational self-system and the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. A total of 150 students, encompassing both males and females, aged between 18 and 29 years, representing various academic disciplines, participated in this study. Ryan's (2009) Motivational Factors Questionnaire was administered among the participants. The study involved the analysis of 21 items pertaining to ought-to L2 self, ideal L2 self, and L2 learning experience. Results: Adopting multiple regression analysis, it was indicated that the ideal L2 self and L2 learning experience were noteworthy predictors significantly impacting the attainment test scores. However, ought-to L2 self could not significantly predict the attainment test scores. Conclusion: By virtue of the valuable implications engendered by the findings of this study, they confer upon L2 pedagogy a distinctive advantage, empowering instructors with the capacity to promote the students' ideal L2 self-concept, thereby optimizing their learning experience. [ABSTRACT FROM AUTHOR]

Recent studies elaborating on the L2 learning experience component of the L2 Motivational Self System (Dörnyei, 2005, 2009), especially through a narrative identity perspective, mark a new direction in L2 motivation research. This paper extends this work by exploring the connection between the L2 learning experience and ideal L2 self components. Emerging from different theoretical origins, these components have proved difficult to reconcile. Especially in an EFL environment such as Japan, where learners may lack well-defined goals for their English learning beyond university entrance, investigations into the role of L2 learning experience in developing ideal L2 selves can offer practical value to both learners and teachers alike. Adopting an L2 narrative identity perspective (Dörnyei & Ryan, 2015), this study portrays the case of a Japanese pre-service elementary school teacher. Qualitative data was collected from her participation in an undergraduate English-through-drama course. Dramaturgical coding analysis revealed two interconnected L2 narrative dynamics related to her overarching ideal L2 self: one professional and one personal. Evidence is discussed for the tracing of these ideal L2 self-conceptualizations back to key episodes in her L2 learning experience. An important functional interrelation is suggested between L2 learning experience and the development of ideal L2 self-guides. [ABSTRACT FROM AUTHOR]

Directed Motivational Currents (DMCs) can be described as intense surges in motivation which can carry second language (L2) learners towards achieving their L2 related goals. DMCs are triggered by powerful stimuli which can be diverse in nature, and they depend on various conditions. DMCs are characterized by several key features, including goal-orientedness, a salient facilitative structure, and positive emotionality. Individuals experiencing DMCs are highly focused on a clearly defined goal accompanied by a vision of an idealized future self that has reached the goal. This vision is supported by a new set of automatized behavioural routines, subgoals, and affirmative feedback. Furthermore, individuals experience positive emotions while engaged in pursuit of their L2 goal, regardless of the type of activity or task in question. The aim of this study was to describe DMCs among English L2 university students based on an analysis of interview data. The findings indicated that Croatian university students displayed the key features of DMCs, which were launched due to various triggering stimuli, the most common of which were intrapersonal reasons. L2 goals were mainly related to a future career in the teaching profession, while visions of their ideal L2 self were tied to becoming proficient English language speakers, but also to personal development. Most students used automatized behavioural routines which aided in attaining their goals. The results also suggested that negative feedback did not have a detrimental effect on students' motivation. Moreover, students' DMCs were associated with positive emotionality, through the satisfaction gained by goal attainment which reciprocally affected their self-confidence. [ABSTRACT FROM AUTHOR]

Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course and task performance). Meanwhile, relatively little has been written about the mechanism through which such relationships emerge. Expanding upon L2 grit’s association with self-regulated learning (SRL) behaviors and SRL-related psychological variables, this study explores the development of L2 grit and its role in language achievement using the SRL framework. One hundred and eight English majors in Japan responded to a questionnaire, granted permission to access their L2 class records, and completed a standardized L2 test. The main findings include: (1) the psychological attributes that facilitate SRL may play a critical role in increasing levels of L2 grit, (2) the relationship between L2 grit and achievement in language classes was mediated by behavioral self-regulation (intensified learning efforts), and (3) L2 grit may promote different types of self-regulatory behaviors depending on learners’ status (i.e. learning experience and proficiency levels) and learning situations (e.g. learning content and goals). The results provide one explanation for the superior performance of gritty learners in L2 classes observed in previous studies. [ABSTRACT FROM AUTHOR]

In recent years, a greater focus has been placed on the influential power of domain-general psychological properties in second language acquisition and learning. The investigations of these properties, such as grit, academic procrastination and enjoyment etc. have been extensively conducted and are well-documented. Notwithstanding the surge of academic inquiry, the link between psychopathological notions and second language learning has not been adequately established and thoroughly scrutinized. The current study, therefore, aims to broaden the spectrum of second language research and explore the impact of social phobia on willingness to communicate in the second language context. Meanwhile, this research introduces the selfconstruct, particularly the ideal L2 self to further examine and elucidate the impact. 173 qualified Chinese speakers of L2 English participated in the study. By conducting correlation analysis, regression analysis and structural equation modelling analysis, it was revealed that social phobia had a significant negative impact on L2 willingness to communicate in social situations of meetings and public speaking. Ideal L2 self acted as a complete mediating role in the impact. Pedagogical implications and future directions were proposed and discussed. [ABSTRACT FROM AUTHOR]

This study leverages positive psychology (PP) to explore the reciprocal relationships among foreign language enjoyment (FLE), ideal L2 self, and grit in English major learners of English as a foreign language (EFL). It further examines the potential for growth mindset to predict these constructs over time. Employing a cross-lagged panel design, the research investigates these relationships among 903 EFL learners in Iran, assessed at two time points. Structural equation modeling (SEM) is utilized to analyse the hypothesized reciprocal and predictive effects. The findings reveal a significant lagged effect of ideal L2 self on both FLE and grit, suggesting that a stronger ideal L2 self at the initial assessment predicts higher levels of FLE and grit at the subsequent time point. Additionally, growth mindset exhibits a significant influence on all three constructs, but only at the first assessment point. These findings contribute to a deeper understanding of the motivational dynamics underlying EFL learning success and highlight the potential benefits of fostering a growth mindset and a strong ideal L2 self among learners. [ABSTRACT FROM AUTHOR]

The introduction of positive psychology to the SLA domain triggered a bulk of research on how learners can thrive and flourish in the language classroom emphasizing the role that character strengths play in the achievement of goals. In this study, we examined character strengths in the context of second language (L2) learning and their role in a critical goal of L2 learning - the Willingness to Communicate (WTC) in the target language. Specifically, we examined the impact of L2 grit, Ideal L2 Self (ILS), and growth language mindset (growth LM) as complex direct and indirect predictors of WTC. Data was collected from 450 Iranian EFL learners with diverse language proficiencies. The predictor of L2 grit, the possible mediators of ILS and Growth LM, and the outcome variable of WTC were modeled in a double latent mediation model. Results indicated that ILS and growth LM fully mediated the relationship between L2 grit and WTC. As such, the study highlighted the role of personal strengths such as grittiness, self-motivation, and a growth LM in the L2 learning context. Finally, future research avenues are suggested based on the findings of this study. • Ideal L2 Self (ILS) and growth language mindset (LM) fully mediated the relationship between L2 grit and willingness to communicate (WTC). • ILS was the stronger mediator explaining the relative priority of having a positive picture of oneself using English. • This study supported character strengths (L2 grit, growth LM, and ILS) as individual predictors of WTC. • Personal strengths such as grittiness, self-motivation, and a growth LM play a key role in the L2 learning context. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Guided by the Second Language Motivational Self System (L2MSS) framework, this study examined to what extent the L2MSS components of ideal self, ought-to self, and learning experience described the motivation of learners who chose to enroll in college elective courses of modern languages other than English (LOTEs) in the monolingual social setting of Taiwan. Questionnaire surveys were conducted at the end of two consecutive semesters and learners were interviewed. Triangulation of survey and interview data suggested that a positive learning experience was the strongest variable in motivating effort. Although some classroom factors were known, others worth further exploration in instructional settings were pointed out. The ought-to L2 self was found to be an insignificant predictor with questionable validity. Instead, academic responsibility and instrumentality were found to be more relevant factors. Results on ideal self were less straightforward, suggesting that the ideal self for LOTEs may be qualitatively different from the English ideal self. Comparisons of data sets across time and learner groups indicated motivation did not change over time. By considering major L2MSS components and related constructs together, this study uncovered their relative adequacy in explaining LOTE motivation and suggested possible new perspectives for studying LOTE motivation in instructional settings. [ABSTRACT FROM AUTHOR]

This study examines whether learners' (high vs. low) 'ideal L2 self' exerts an effect on causal attributions and which of these causal attributions could predict future L2 achievement. To this end, 1006 EFL students were invited from a state university in Ankara, Turkey. The data were collected with an attribution scale composed of 29 questions and with a questionnaire containing 10 items measuring learners' ideal L2 self. The researchers also collected the students' achievement scores to measure the predictive power of causal attributions. The impact of high and low ideal L2 self on causal attributions was analyzed through MANOVA and the prediction power of these attributions for achievement was measured through regression analysis using SPSS 23. It was found that learners' ideal L2 self (high vs. low) influenced causal attributions, including ability, school system, teacher, family and classroom environment. It was also found that the attribution to effort, luck and ability are the best predictors of future exam scores of learners. These predictors could provide insightful implications for EFL teachers with regard to the actions they can take in order to diagnose motivationally at-risk students and to boost their motivation through effective designs of interventions embedded into the curriculum. [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]

This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the oughtto L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Abstract This research investigates the study abroad experiences of eight Japanese university students through a longitudinal study of changes in the second language (L2) self. Semi-structured interviews and photo narrative journals were used to explore short-term and long-term changes in the participants' L2 motivational self systems and the effects of these changes on motivation, study goals and learning behaviours. Three distinct patterns emerged, each of which appeared to have a significant influence on motivation and study behaviours in the short and long-term. For the first group, positive L2 experiences made much clearer the discrepancies between current and desired states, creating an empowering sense of moving closer to the ideal L2 self. For the second group, individuals' self images became characterised by both an ideal self and a complementary ought-to self. The third group comprised those participants who described a feared self which they linked to their perceived inability to engage with the target language community in ways that they had hoped. Overall, our findings demonstrate the power of short-term study abroad to provide an opportunity for individuals to experience possible futures, with sustained effects on the clarity and availability of their future self visions and motivated language learning behaviours. [ABSTRACT FROM AUTHOR]

This study intends to identify the interrelationships between motivation, perceptual learning styles, cognitive variables, and language proficiency in a single framework. In particular, the role of the Ideal L2 self, visual learning styles, and L2 confidence for predicting learners’ language proficiency and their willingness to communicate in real life were investigated. The results revealed that visual learning styles have a positive effect on the Ideal L2 self and are indirectly associated with L2 proficiency through the mediating function of motivation. These relationships provide evidence that learners with more vivid images of the distance between their actual and Ideal L2 selves find learning a goal-oriented activity and as a result, are encouraged to make more endeavors to reach higher levels of proficiency. The desire to bridge the gap between their current and ideal selves helps learners reduce anxious arousals and feel more competent to accomplish L2 tasks, which in turn helps learners be more prepared and willing to communicate. Finally, implications for language teachers and policy makers to inspire learners to become more engaged in L2 activities are discussed. [ABSTRACT FROM AUTHOR]

This study uses Ryan's Motivational Factors Questionnaire (MFQ) as a data collection tool to explore the motivational factors which distinguish groups of Korean university language learners based on English proficiency and degree of multilingualism. The data were analysed using Exploratory Factor Analysis (EFA), multivariate analysis of variance (MANOVA) and Discriminant Function Analysis (DFA). The results of the EFA highlighted both similarities and differences to the constructs underlying the MFQ according to Ryan. For example, the EFA of the current study showed Ryan's construct of ‘ideal L2 self’ splitting into two distinct factors: ‘ideal L2 self - English for general future dreams’ and ‘ideal L2 self - cognitively activated imagery'. Ryan's ‘instrumentality’ construct also split into two factors. These splits highlight the need for more research to understand the sub-constructs that might occur in the psychological constructs of self. Using the results from the EFA, a MANOVA and subsequent DFA highlighted a range of factors relating to anxiety, cultural interest, attitudes towards English and the influence of the USA, which predicted group membership based on L2 English proficiency. Group membership based on multilingual status (i.e. intermediate or higher level knowledge of L2 English plus at least another second language) was predicted by factors relating to interest in foreign languages and public self-confidence in English. These results underscore the importance of examining participants’ background information (language proficiency and multilingual status) in conjunction with exploring motivational and related variables. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the role of motivation in the acquisition of second language (L2) writing skills in a Computer-Assisted Language Learning (CALL) context. More specifically, the purpose of the current study was twofold: 1) to examine if vision-inspired instruction can enhance the L2 motivational self-system (L2MSS, ideal L2 self, ought-to L2 self, and learning experience) of L2 students in a CALL context, and 2) to investigate whether the changes, if any, that may occur in the students' L2MSS can also indirectly affect writing. Pretest and posttest writing tasks and questionnaire scales were used in a quasi-experimental design to measure 51 upper-intermediate L2 students' motivation for writing. ANCOVA results suggested that the ideal L2-self and learning experience of the students in the experimental group,exposed to the vision-inspired instruction,improved significantly, compared with the control group. However, the ought-to L2 self of the control group underwent a significant increase, compared with the experimental group. Furthermore, the results suggested that the vision-inspired L2MSS instruction resulted in significantly higher writing gains. Overall, the findings highlight the important role of L2MSS vision-inspired instruction in L2 students' motivation and writing achievement in a CALL context. • L2MSS vision-inspired instruction improved L2 learners' ideal L2 self. • L2MSS vision-inspired instruction enriched L2 learners' learning experience. • L2MSS vision-inspired instruction decreased L2 learners' ought-to self. • L2MSS vision-inspired instruction enhanced L2 learners' writing skills. • L2MSS vision-inspired instruction led to better L2 learning in a CALL environment. [ABSTRACT FROM AUTHOR]

The study focuses on the role of different theories when considered together in a foreign language other than English (LOTE) context. Specifically, the study examines (a) to what extent influential second language (L2) motivational theories, when integrated, explain motivation to learn LOTEs, and (b) how the powerful status of English in Japan affects learners' self- and identity-related motivation to learn LOTEs. Survey responses of 250 Japanese learners, who simultaneously learned a foreign LOTE and English as a required language, were analyzed using a structural equation modeling (SEM) approach. The results offer insight into how various coexisting social factors are connected to learners' multiple self- and identity-related orientations, which in turn predict several varied academic consequences (e.g., effort, attitude, and L2 ability). We also confirmed positive and negative interplay of English- and LOTE-related orientations such that the self- and identity-related orientations of the languages will play a competing role (e.g., Csizér & Lukács, 2010). This finding highlights the importance of taking sociopolitical perspectives into consideration in a context where learners learn two languages and one has a specific political presence. [ABSTRACT FROM AUTHOR]

The theoretical paradigms of second language (L2) learning motivation developed over the past 25 years have been largely based on the study of English as a target language, which raises the question as to whether they are equally applicable to the understanding of the motivation to learn languages other than English (LOTEs). It is suggested in this article that current conceptualizations of L2 motivation display certain subtle characteristics that may not do full justice to the understanding of the motivation underlying LOTEs, either by downplaying certain important features or by providing an insufficiently nuanced representation of areas where the motivation to learn English and LOTEs diverges. The discussion addresses five such aspects: (a) the confounding interaction of English- and LOTE-related self-images, (b) the individualistic focus of the ideal L2 self, (c) the different nature/role of the ought-to self associated with languages with substantial versus marginal social support, (d) the different nature of goals in the learning of English and LOTEs, and (e) the differing role of unconscious motives in the study of English and LOTEs. [ABSTRACT FROM AUTHOR]

This paper presents the findings from a study that examines the motivations of adult Australians of non-Italian origin to learn Italian in continuing education contexts in Sydney. The study embraces a view of motivation as a multifaceted phenomenon that is produced in a social environment through the interaction between the second language learners and the context in which they operate. The findings reveal that in the Australian multicultural context, the motivation to learn Italian is influenced by a process of negotiation of identity, triggered by both the presence of a well-established Italian migrant community, and the exposure to Italian cultural elements. Thus, the 'investment' of students in learning Italian may be generated by the desire to acquire some forms of symbolic capital rather than material resources, as in the case of other more 'global' languages (e.g., English). The willingness to invest in the acquisition of elements of symbolic capital indicates learners' desire to achieve goals related to self-growth and identity development, which in turn generates greater gains in wellbeing. Interviews with the participants also reveal that intrinsic factors, such as affiliation (with the target language speaking community, as well as with the community of learners in Sydney), and self-realization (correspondence with the ideal self-image of a competent language speaker), are key motivators for this group of students. The desire to belong to a community, of either speakers of Italian or like-minded people involved in the same learning trajectory, highlights the importance of cultivating meaningful relationships to increase individuals' wellbeing and to nurture a sense of attachment and affiliation. [ABSTRACT FROM AUTHOR]

Students who secure admission to the universities in Sri Lanka do not pay attention on learning English as a Second Language (L2) when they sit for their qualifying examination for the universities. Once they enter the university they get different perceptions of the world including that of the importance of English. This study investigates the perceptions on the motivation levels and the bicultural identity of the freshmen at the Faculty of Arts of the University of Jaffna, Sri Lanka. The perceptions of the learners are investigated under three different categories; Ideal L2 Self, Ought L2 Self, and L2 Learning Experience. This endeavour studies the learners' L2 selves and the factors that impact the L2 selves. A questionnaire has been administered to gather data from the informants and the results reveal the factors contributing to the L2 identity construct of the particular Tamil medium learners. The collected data has been analyzed based on the factors for the motivating capacity of the Ideal and Ought Selves which would to hinder or enhance the motivational impacts. [ABSTRACT FROM AUTHOR]

This 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. [ABSTRACT FROM AUTHOR]

This paper reports the first investigation in the second language acquisition field assessing learners' implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward L2 speakers are associated with self-reported openness to the L2 group and with strength of correlations among attitudinal and motivational variables. Implicit attitudes also moderated important paths in the L2 Motivational Self System. The paper concludes that implicit attitudes seem to be a meaningful individual difference variable, adding a new dimension to our understanding of language motivation. [ABSTRACT FROM AUTHOR]

According to Dörnyei's model of second language (L2) motivation, the motivated learner aims to incorporate the L2 into his or her self-concept, known as the ideal L2 self. This study examined the internal consistency of Dö rnyei's model among ESL Francophone students in Quebec (n = 68) by means of a questionnaire. Correlations were calculated between factors measuring Gardner's motivation construct, integrativeness, and Dörnyei's ideal L2 self; both of these factors were then correlated with the criterion measure of intended learning effort. Findings from the present study revealed not only a strong relationship between Gardner's integrativeness and Dörnyei's ideal L2 self, but also that the L2 self construct was a more reliable indicator of intended learning effort. These results support calls to reframe L2 motivation within the psychological concept of the self. [ABSTRACT FROM AUTHOR]

This is an interview study of Eldin, a 14-year-old Bosnian boy living in Sweden since the age of six. The aim is to investigate how Eldin became a gamer and how he, strongly motivated, learned foreign/second (L2) English mainly through selfaccess gameplay. Using language learning motivation theories, Dörnyei's (2005, 2009) L2 Motivational Self System and Dweck's (2006) concept of mindsets, the questions are: (i) By whom and at what age was the learner introduced to video games?, (ii) What was it about the games that kept the learner motivated for two years before he started to play 'for real'?, and (iii) How does the learner himself describe his process of language learning? Data consist of an in-depth interview and three university-level vocabulary/multiple-choice tests measuring English proficiency. Guided by the questions, interview data were analyzed qualitatively. Eldin's mindset seems to favor naturalistic language learning, matching his interest in gaming. Experiences of having fun and daring to use 'trial-and-error' in gaming have contributed to his English proficiency, which is equivalent to a passing grade at second-semester university level. Elements of gaming (in particular, competition, stories, and escapism) appeal to Eldin, thereby indirectly contributing to his successful learning of English. [ABSTRACT FROM AUTHOR]

Although the ideal L2 self as the proposed key driver of self-motivation in L2 learning has received considerable scholarly attention over the past ten years, the conditions for its motivational capacity remain largely unexplored in empirical studies. This article details a quantitative measure that operationalizes the ideal L2 self in terms of specific properties that have been associated with its motivating capacity and links these with effort expended towards its attainment. The results of a study into the properties of the ideal L2 selves of 97 German upper-intermediate to advanced learners of English are discussed, in which levels of self-motivation to attain a specific ideal L2 self were most strongly associated with how frequently the ideal L2 self was envisioned, followed by the perceived present-future self-discrepancy and the extent to which this ideal L2 self was desired. Although the perceived plausibility of a specific ideal L2 self was also positively associated with effort expended towards its attainment, its unique contribution to predicting effort did not reach significance when the variance explained by the other properties was controlled for. The implications of these findings for researchers and language educators are discussed. [ABSTRACT FROM AUTHOR]

This study investigates Chinese elementary, middle, and high school students' L2 perceptual learning styles, imagination, ideal L2 self, and motivated L2 behavior. A perceptual learning style and L2 learning motivation questionnaire was administered to 1,667 students from elementary to high school. Statistical results revealed that Chinese elementary, middle, and high school students were more in favor of a visual learning style in comparison to their auditory and kinesthetic learning styles. This visually oriented style was significantly correlated with their ideal L2 self and motivated L2 behavior. The sequential regression analysis results indicated that the ideal L2 self and visual learning style were the most meaningful predictors for Chinese students' motivated L2 behavior. This study suggests that teachers need to help students create and maintain their ideal L2 self and facilitate their L2 learning motivation by providing more adequate visual teaching materials. [ABSTRACT FROM AUTHOR]

Despite the fact that motivation is one of the most important individual differences (Dörnyei, 2005), there have been few attempts to examine what impact it has on studying English in Poland. This study aims to find out the general motivational properties of Polish students aged 15-16, focussing on the role of language learning goals, self-constructs, the influence of parents, peers and language learning anxiety. The second aim is to investigate which variables contribute significantly to students' self-regulated behaviour. To answer these questions, the researcher used a mixed methods approach, in which 236 students enrolled in compulsory education in southern Poland completed a motivational questionnaire and nine motivated learners participated in an interview. The quantitative data from the questionnaire was analysed using SPSS and the interviews were transcribed, coded and analysed qualitatively. The findings suggest that the students endorsed a number of language learning goals, such as knowledge orientation, international orientation and instrumental orientation. The role of parental encouragement, peer group pressure and language learning anxiety was limited. Although the questionnaire pointed to moderate levels of self-constructs, this was different for motivated learners who reported positive self-evaluations. Regression analysis showed that motivated behaviour, intrinsic motivation and the ideal L2 self influenced self-regulation. [ABSTRACT FROM AUTHOR]

Research on the L2 Motivational Self System has drawn considerable attention in Second Language Acquisition. Previous studies have discussed the system itself, its basic concepts and their relationships to such affective variables as anxiety in various L2 learning contexts. The findings of these studies suggest that (1) having a clearer image of one's ideal L2 self might facilitate motivated L2 learning behaviour, (2) affective variables can promote or hinder learners' will to envision their ideal L2 selves, and (3) the system has both theoretical and pedagogical implications for L2 learner autonomy. The present survey study aimed to validate the system among Japanese English as a Foreign Language (EFL) learners in two groups, whose learning contexts made it respectively easier and harder to formulate a clear image of an ideal L2 self. Survey data were analysed using multiple-group structural equation modelling. Results showed that the proposed model fitted both groups, but the relationships among variables in the model were different according to the group. The study also illustrated the dynamic interplay of affective variables (e.g. anxiety, self-efficacy) and the basic tenets of the system thereby providing us with useful insights into L2 learner autonomy. [ABSTRACT FROM PUBLISHER]

Recent theorizing on second language (L2) motivation has proposed viewing motivation as a function of the language learners' vision of their desired future language selves. This would suggest that the intensity of motivation is partly dependent on the learners' capability to generate mental imagery. In order to test this hypothesis, this study investigates whether learner characteristics are related to sensory and imagery aspects with indices of the strength of the learners' future L2 self-guides (ideal and ought-to L2 selves) and how these variables are linked to learning achievement in two target languages, English and Mandarin, assessed both by self-report and objective measures. One hundred seventy-two Year 8 Chinese students (ages 13-15) completed a questionnaire survey, and the results reveal several significant associations between the future self-guides and intended effort and actual grades, including a consistently positive relationship between the ideal self and the criterion measures. The findings also confirm the multisensory dimension of future self-guides, suggesting the importance of a broad imagery capacity (including both visual and auditory components) in the development of individuals' future self-identities. Finally, the ideal-self images associated with different languages were shown to form distinct L2-specific visions, which has various implications for future research with regard to the potential positive or negative interaction of these self images. [ABSTRACT FROM AUTHOR]

This study examines the relationship between students' perceptions of learning contexts and motivation to learn English in Korea. Three categories of contexts were operationalized: the transnational context as learners' international interest including study-abroaddesires, the national context as awareness of English learning to prepare for CSAT (College Scholastic Ability Test) and their classroom experience as the last category. A total of 433high school students were assessed on measures of L2 learning goals, perception of contexts, self-reported L2 proficiency and motivational intentionin the questionnaire, followed by focal participants' interviews and essays. The statistical analyses show that transitional and classroom categories are statistically correlated with motivational intention. However, the national context is negatively correlated with actualmotivation. Multiple regression analyses found that the transnational category is the best predictor form otivational intention, while the national category involves the least significant predictor. The students' classroom experience is also a meaningful, milder than transnational, predictor. Synthesized results of both quantitative and qualitative data suggest thatL2 motivation is more of a sociolinguistic construct that should be construed in relation to multiple social contexts. Findings also suggest Dörnyei's (2005, 2009) notion of the ideal L2 self can better explain the complexity of L2 learning motivation, whereby the integrative-instrumental dichotomy loses its explanatory power. [ABSTRACT FROM AUTHOR]

Due to the increase in international trade, mass transportation, and information technology, the role of English as a global language has changed, and conventional EFL/ESL motivation needs paradigmatic reconstruction. This study compares Dörnyei's (2009) recent proposal of a second language (L2) motivat-ional self-system with Gardner's (1985) socio-educational model by investigating 2,832 Korean students' English learning motivation from Grades 3 through 12 in 14 different schools. The cross-grade survey results indicated that Korean EFL learners' motivational intensity showed a curvilinear pattern, which means their motivation consistently decreased until Grade 9 but increased from Grades 10 to 12. A series of regression analyses showed that Dörnyei's L2 motivational self-system was a better predictor than Gardner's socio-educational model in terms of the explanatory power for students' English proficiency; students' ideal L2 and ought-to L2 selves explained better than integrativeness and two types of instrumentality (i.e., promotion- and prevention-based). This confirms the findings of recent literature conducted in different nations. Also, the study provides empirical evidence that the ought-to L2 self, which is an external, social form of L2 motivation, functions only at the cognitive level, whereas the ideal L2 self, a more internalized form, taps into both the cognitive and affective levels. [ABSTRACT FROM AUTHOR]

Abstract: The present study takes the initiative to test a theoretical model that subsumes the ideal L2 self, the ought-to L2 self, and the L2 learning experience in L2 motivational self system, as well as English anxiety and intended effort to learn English. A number of 1011 Iranian high school students completed a questionnaire survey specifically developed to be used in the context of Iran. Using AMOS version 16.0, structural equation modeling was run to analyze the proposed model. Based on several goodness-of-fit criteria, the results confirmed the validity of the anticipated construct. It was found that all the variables in the model significantly contributed to intended effort; however, while the ideal L2 self and the L2 learning experience decreased students’ English anxiety, the ought-to L2 self significantly made them more anxious. The results are discussed based on the socio-educational context of Iran. [ABSTRACT FROM AUTHOR]

The aim of this study is to deepen our understanding of psychological processes involved in learning an additional language, particularly the associations between ideal L2 self and L2 willingness to communicate (L2 WTC). For this purpose, a moderated mediation model is proposed that incorporates grit and psychological shyness. Drawing on the L2 Motivational Self System framework, this study proposes that ideal L2 self would be positively related to L2 WTC and that grit would mediate the association between the two constructs. We also posit that this mediated association would be moderated by psychological shyness. The data for this multi-university study were collected across three cities in China from 842 (N = 842) undergraduate students majoring in Business English and English for Educational Purposes. Robust analytical techniques were employed to analyze the data. The findings suggested that ideal L2 self was positively related to L2 WTC and that grit mediated the relationship between these two constructs. Additionally, the link between ideal L2 self and grit was found to be moderated by psychological shyness. Furthermore, the strength of this mediated effect increased alongside the level of shyness. These findings hold some notable pedagogical implications. • a moderated mediation relationship between L2 Ideal Self and Willingness to Communicate in English (L2 WTC) was examined. • Grit was a mediating variable and psychological shyness was a moderator variable in the model (Ideal L2 Self → Grit → L2 WTC) • Grit was found to mediate the relationship between L2 Ideal Self and L2 WTC. • The Ideal L2 Self–Grit nexus was moderated by psychological shyness. • The strength of the mediated effect increased in tandem with the level of shyness. [ABSTRACT FROM AUTHOR]

As L2 motivation and resilience have been found to play a critical role in second language learning, this study takes the initiative to investigate and verify the structural relationship between resilience, L2 learning motivation and L2 proficiency at beginner, intermediate and advanced level. To collect the data, the participants (N = 132 EFL learners) were administered a placement test and two questionnaires to rate their level of proficiency, resilience and L2 motivation, respectively. The results of Structural Equation Modeling analysis (SEM) revealed that L2 proficiency was directly influenced only by the beginners' L2 motivation. It was found that the intermediate learners' L2 proficiency was directly influenced by both L2 motivation and resilience. Conversely, the results indicated that the advanced students' L2 proficiency was directly impacted only by resilience. In addition, the study determined that L2 motivation has a significant indirect impact on L2 proficiency through resilience only at the advanced level. More generally, L2 proficiency was shown to be directly predictable by both L2 motivation and resilience, and L2 motivation was revealed to have significant direct and indirect effects on L2 proficiency. [ABSTRACT FROM AUTHOR]