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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 aim of this research was set to test a model of willingness to communicate (WTC) based on ideal L2 self, foreign language enjoyment (FLE), and intercultural communicative competence (ICC) among English as a foreign language (EFL) learners. To this end, 601 intermediate EFL learners volunteered to take part in an online survey by completing the scales of the four latent constructs. A two-stage structural equation modelling was used to analyze the collected data. Results of the data analysis indicated that ideal L2 self, ICC, and FLE directly predicted L2 WTC. Additionally, ICC and FLE mediated the relationships between ideal L2 self and L2 WTC. Also, FLE had a direct influence on ICC. These findings may provide important implications for EFL teachers. [ABSTRACT FROM AUTHOR]

This article explores adolescent students' attitudes toward learning English and other European languages studied at secondary school. The study is based on 2255 qualitative responses to a survey conducted in Bulgaria, Germany, the Netherlands, and Spain. The data reveal that, although differences between countries shape the experience of foreign language learning in different ways, students in all four countries are highly aware of the global status of English. This can be a positive stimulus for students' attitudes toward English but it can also negatively affect their attitudes toward learning other languages, as these can be perceived as less valuable. While perceived societal importance can differ from personal relevance and while identity issues, ability beliefs, contextual factors on the school and classroom level, as well as social-relational contexts (especially the relationship to the teacher) also play a role in shaping students' attitudes, the data demonstrate that macro-contextual factors exert considerable influence. They also suggest that more attention must be paid to stimulating positive attitudes toward language diversity and to fostering plurilingual aspirations in young Europeans. [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]

Since the inception of the L2 motivational self system (Dörnyei, 2005), which operationalises motivation as a function of learners’ future identities, the field of L2 motivation has seen a growing interest in mental imagery. Numerous studies have examined the role of a future self-guide, that is, the ideal L2 self, and have confirmed it to be powerful for explaining learner motivation (e.g., Csizér & Lukács, 2010; Dörnyei & Ushioda, 2009); however, few studies have explored how mental imagery, a key dimension of the ideal L2 self (Dörnyei & Chan, 2013), can manifest itself in actual motivated behaviour. Using in-depth interviews, the present study aims to explore the motivational capacity of the natural use of mental imagery in three doctoral candidates studying at a British university. The main research focuses on examining how imagery was employed to stimulate the participants’ L2 learning and their doctoral research as well as career choice. This paper proposes a conceptual framework of types, functions, and conditions of imagery in academic and professional achievements based on the data obtained. It reveals an intriguing array of imagery types, functions, and conditions, which shape the achievement of the individuals’ desired goals. Recommendations and implications for future research on imagery use in SLA are also discussed.

One of the most recent theoretical developments when it comes to the role of motivation in second language learning is the theory of the L2 motivational self system (e.g., Dörnyei, 2005). It has been proposed in recognition of the fact that learning a foreign language does not only involve acquiring a new communicative code, but also affects the personality of an individual, the difficulties involved in applying Gardner’s (1985) concept of integrativeness to foreign language contexts, as well as the mounting empirical evidence (e.g., Dörnyei & Csizér, 2002), demonstrating that key components of motivation, such as integrativeness, instrumentality, attitudes towards L2 speakers or manifestations of motivated learning behavior are intricately interrelated. As a result, the notion of integrativeness has been reinterpreted as the L2-specific aspect of an individual’s ideal self and the motivational system is believed to comprise the following three dimensions: (a) ideal L2 self, which is related to the abilities and skills that learners envisage themselves possessing, which may trigger a desire to reduce the distance between their actual and ideal selves, (b) ought-to L2 self, which is connected with the attributes that the learners believe are important in the eyes of significant others, and (c) L2 learning experiences, which is a context-related factor reflecting the nature of the immediate learning environment and learning experiences. This framework was applied in a qualitative study, the participants of which were 28 English majors in the last year of a three-year BA program who were interviewed about their motives for learning the target language. The analysis revealed that although motivational influences which have traditionally been regarded as important do play a role, there are a number of factors, such as family influence, instrumentality, knowledge orientation or international posture, that are also of vital importance.

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 article examines a group of Vietnamese ethnic minority students' language attitudes in relation to their identity and minority language (L1) maintenance by focusing on three languages—their L1, Vietnamese and English—in terms of integrative/instrumental orientations and ideal/ought-to language selves. Multiple semi-structured interviews with eight college-age minority students were the main source of the data. The students were found to have displayed the integrative orientation in valuing their L1, and the instrumental orientation in valuing Vietnamese and English. However, the integrative and instrumental orientations appeared to be ambiguous, which may not contribute to a comprehensive understanding of their language attitudes. A combination of integrative and instrumental orientations and ideal and ought-to language selves appeared more relevant to understand the students' language attitudes and identity. As the students' attitudes were influenced, to a large extent, by the utility of languages, it is argued that positive attitudes alone are not enough to ensure L1 maintenance or identity empowerment. Institutional support is necessary to promote the use of minority languages for their maintenance. [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]

This study investigates temporal changes in Iranian EFL learners' L2 motivation and the possibility of predicting their motivated learning behaviour, ideal and ought-to L2 selves and L2 learning experience in light of Dörnyei's (2005) L2 motivational self-system framework. To this end, 1,868 learners of four educational levels (i.e. junior high and high school levels, BA/BSc and MA levels) filled out the questionnaire developed by Taguchi et al. (2009). The results of the one-way ANOVA revealed a higher motivational disposition for secondary school students and an age-related decline specifically concerning preventional-focus variables. Moreover, the results of the regression analyses showed that different factors predicted the three components of L2 motivational self-system and intended effort of the four educational groups. Most of the predicting factors of students' ideal L2 self, learning experience and motivated behaviour had a promotional focus whereas preventional-focus variables were among predictors of students' ought-to L2 self. [ABSTRACT FROM AUTHOR]

The study explores variation in L2 motivation (Ideal L2 self and Ought-to L2 self) of 88 Chinese English university learners in China over a one-year period. It examines change in L2 motivation and the evolving relationship with other measures at three data collection points. No significant changes were found in Ideal L2 self values but Ought-to L2 self values increased significantly between Time 1, 2 and 3. Regression analyses suggest that the significant increase in values of Ought-to L2 self is affected by different motivational factors at various times. We claim that perceptions of the dynamic variation can be obscured in conventional statistical analyses because of the graphical representation of mean values of groups at different times. The use of bubble graphs representing number of participants whose values increase, decrease or remain stable between data collection points, shatters the false impression of stability. [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 article examines the relative effects of two treatments-goal setting and visualization-on enhancing Willingness to Communicate (WTC) among a group of 373 Japanese university EFL learners. Although longitudinal studies in both EFL and ESL settings have been conducted to examine the developmental aspect of WTC, no solid results of enhancing WTC through instruction have been found in EFL settings. Based on Dörnyei's (2005) concept of the Ideal L2 Self, lessons were designed for the two treatment groups so learners could visualize themselves as future specialists in their field, discussing global issues and presenting their creative ideas for solving these global problems. For the second treatment group, a goal setting activity was introduced in which students articulated their speaking goals in each class. The nontreatment group, the visualization group, and the visualization plus goal setting group had approximately the same amount of communicative activities. The ANCOVA results suggest that the visualization treatment alone was not effective in enhancing learners' L2 WTC over the nontreatment group. However, when visualization was combined with goal setting, the increase in learners' L2 WTC was significantly larger compared to the visualization group, and by implication, significantly larger compared to the nontreatment group. Additionally, the impact of visualization and goal setting on learners' WTC was qualitatively explored. [ABSTRACT FROM AUTHOR]

Recent L2 motivation research has paid attention to the dynamic nature of motivation and to the process of motivational changes in L2 learning. While studies have mostly focused on the factors positively influencing L2 motivation, relatively little research has been conducted on the factors that influence learner demotivation. In this light, the study examined the factors affecting Korean college students' demotivation and their reaction to demotivation by drawing on the notions of ideal L2 self and ought-to L2 self in Dörnyei (2005, 2009). Based on interviews with twenty-nine Korean college students, three factors were identified as demotivating factors: lack of meaningful purpose, lack of improvement and success experiences, and lack of self-determination. It was noted that the conflict between the students' desire to use English for communication and the immediate need to gain good scores on standardized tests was the main source of learner demotivation. However, the students with a strong ideal L2 self were more successful in setting personalized goals and participating in personally meaningful activities when demotivating factors were present. The findings indicate the importance of learners' ability to visualize their ideal L2 self in overcoming demotivation and remotivating themselves. [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]

This action research study reports results from students (449 in phase one; 341 in phase two) in conversation-based, EFL classrooms. In phase one, we asked students, "Please describe a group of classmates that you could learn English well with. What would you all do to help each other learn better and more enjoyably?" Then in phase two, we coded their answers into 16 general descriptors and returned these to students, asking them to respond to three Likert questions: (a) this is important, (b) my classmates are doing this, and (c) I am doing this. We found that sharing these descriptors of Ideal L2 Classmates among and across classrooms enabled students to imagine further how they could help their classmates' learning. Quantitative and qualitative results indicate a resonating group-framed motivation effect in which students tend to become more helpful and resourceful for each other. We hypothesize this effect occurs through first formulating ideals about others and then identifying self-reflexively with these ideals, which we call reciprocal idealizing. Findings suggest that pedagogical applications of possible selves theory would do well to include active participation of imaginings within a lived experience, proximal peers and environments, past and present self guides, and possible others. [ABSTRACT FROM AUTHOR]

For the last ten years, language learning motivation research has focussed on how learners see knowledge of a language as part of their identity. This article presents the findings of a qualitative interview study that investigated whether personal growth is also a strong element in the motivation of Australian university students to learn German. After first outlining the theoretical framework in which the study is situated and describing the research design and method, the article will present the main findings and argue that personal growth as well as a desire to broaden one's horizons are strong motives for Australian students of German. The article concludes by discussing the findings and their implications. [ABSTRACT FROM AUTHOR]

The aim of this paper is twofold. Firstly, based on the assumption that the imagery component of the vision of future-self, particularly the ideal L2 self, has a powerful motivational influence on the learning behavior of learners, the paper aims to investigate the relationship between the learners' vision of ideal L2 self (V- ideal L2 self) and their self-regulated learning (SRL) behavior. The second purpose was to explore the concepts of vision of future-self and self-regulated learning from the learners own experience in order to present a comprehensive picture of how Saudi EFL learners may envision their future-self and what factors have contributed in constructing their visions. In this study, data were collected by means of questionnaire and interview. Both quantitative and qualitative data indicated that learners' self-regulated learning behavior are motivated by their V-ideal L2 self which highlights its motivational power in L2 learning. Furthermore, the qualitative data suggested that learners' visions of future-self are varied due to the contribution of several factors that influence shaping their vision including learners' self-efficacy, significant others, and learning experiences. [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 self-construct, 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., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Zhang and Zhang.)

This paper analyzes two recent Korean immigrants' ESL learning motivation using Dörnyei's (, The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self, pp. 9-42) Second Language (L2) Motivational Self-System, which is synthesized with Engeström's (, Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R. Punamáki (Eds.), Perspectives on activity theory, pp. 19-38) Activity Theory (AT) framework. Over a 10-month period, the author conducted semi-structured monthly interviews and stimulated recall tasks. The findings of this case study suggest the following: (1) when sociocultural factors are mediated by L2 learners' beliefs, these factors may directly influence learners' ideal L2 self and ought-to L2 self; (2) learners' sensitivity with inclusive attitudes can transform the L2 learning environment into meaningful affordances; and (3) if there is no tension among elements in individual's AT system, the individual's ideal L2 self can be maintained. From the Vygotskian AT perspective, this paper implies that affordances may positively affect maintenance of the ideal L2 self and the ought-to L2 self and that AT can function as a coherent framework for these two L2 selves. [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]

Since the inception of the L2 motivational self system (Dörnyei, 2005), which operationalises motivation as a function of learners' future identities, the field of L2 motivation has seen a growing interest in mental imagery. Numerous studies have examined the role of a future self-guide, that is, the ideal L2 self, and have confirmed it to be powerful for explaining learner motivation (e.g., Csizér & Lukács, 2010; Dörnyei & Ushioda, 2009); however, few studies have explored how mental imagery, a key dimension of the ideal L2 self (Dörnyei & Chan, 2013), can manifest itself in actual motivated behaviour. Using in-depth interviews, the present study aims to explore the motivational capacity of the natural use of mental imagery in three doctoral candidates studying at a British university. The main research focuses on examining how imagery was employed to stimulate the participants' L2 learning and their doctoral research as well as career choice. This paper proposes a conceptual framework of types, functions, and conditions of imagery in academic and professional achievements based on the data obtained. It reveals an intriguing array of imagery types, functions, and conditions, which shape the achievement of the individuals' desired goals. Recommendations and implications for future research on imagery use in SLA are also discussed. [ABSTRACT FROM AUTHOR]

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]

Abstract: This article explores 59 university students' motivation for learning German as a foreign language over the course of one academic year. It sheds light on the role of the ideal L2 self, integrative and instrumental orientations, and task-based self-efficacy for students' motivation and pays particular attention to the relationship between the ideal L2 self and self-efficacy beliefs. With the exception of integrative orientation, all variables were significantly correlated with self-perceived effort and thus appeared to play a role in students' motivation to engage with language learning. While students could well imagine becoming proficient users of German, task based self-efficacy to deal with the specific language tasks required at university was relatively low at the beginning of the year, and self-efficacy beliefs for speaking and listening further declined over the course of the year. Given the significant correlations between the ideal L2 self and task based self-efficacy, it is proposed that attending to students' self-efficacy beliefs may also nourish students' ideal L2 self. [Copyright &y& Elsevier]

This paper reports a study of Pakistani undergraduate students' motivation to learn English, using Dörnyei's (2009) L2 Motivational Self System as the main theoretical framework, while including some context-specific factors. The purpose of the study was both to contribute to the ongoing validation of Dörnyei's model for describing contemporary L2 motivation and to capture motivational factors which were salient in this under-researched global context. A survey was designed and administered to over 1000 undergraduates in various institutions in the Pakistani province of Punjab. Correlation and regression analyses of the data provide considerable empirical support for the validity of the L2 Motivational Self System and its relevance in the Pakistani context, with attitudes to the learning experience and the Ideal L2 self again found to be the strongest predictors of learning effort. However, a proposed new construct – National Interest – made a strong contribution to the Ideal L2 self, highlighting the need to understand the association of English with the national identities and interests of learners. [ABSTRACT FROM AUTHOR]

Abstract: The study on which this article is based investigated reasons for learning a foreign language at university in a predominantly English-speaking environment (the UK). It examined the relative importance of motivational variables as theorised in the field of second language (L2) motivation, and the effect of first language (L1) and linguistic background (English only versus other), country of birth (the UK versus other), choice of target language (French versus Spanish) and centre of study (specialist language department versus language centre). Despite the ‘monoglot culture’ that prevails in many English-speaking countries, having an English-only profile and especially being born in the UK proved to be important motivating factors in the participants'' decision to learn a foreign language. Few significant differences were found between learners of French and Spanish, which were both deemed to have continued instrumental value despite the dominance of English in the world today. The notion of ideal L2 self proved potentially more useful than traditional motivational constructs. However, it is argued that the concept would benefit from further research in particular amongst non-specialist language learners, who appear to have been largely neglected by L2 motivation theory to date, despite possibly representing the future of foreign language learning. [Copyright &y& Elsevier]

Learning outcomes are always the product of the interaction between individual learner agency and social structures. Recently concern has been expressed about unequal access to English, recognised as an important resource for social advancement, for rural populations in developing countries. This paper explores this issue by focusing on one element of learner agency (motivation) in a small group of young adolescent learners in rural Indonesia, who were sampled from a previous quantitative study. Through interviews with the learners and their parents, the study strives to understand the nature of their agency and the way it is shaped by contextual constraints and affordances. Results suggest that the learners do develop Ideal L2 selves though these tend towards fantasy, that they do exert effort to learn English, but this is not systematic or well-resourced, and that their parents are very aware of the limited support they can offer their children. While these constraints may help explain the rural learners' slow progress in English, the paper argues that spreading mobile technologies offer hope for improved outcomes in the future. [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]

The main objective of this paper is to explore how two different intervention programmes that were based on Dörnyei's L2 Motivational Self System succeeded in motivating Chinese university students to learn English by enhancing their vision of their Ideal L2 Self. One was a voluntary programme at a university in England, whereas the other was conducted within a compulsory credit-bearing English course at a university in Hong Kong. In spite of the differences between the two programmes, including the design of the interventions, the tasks employed, the length of the programmes and the types of students who participated in the study, the findings revealed that both programmes were effective in motivating the participants to learn English and increasing their linguistic self-confidence through strengthening their vision of their Ideal L2 Self, and making their goals clearer and more specific. Lessons learned from the two pioneering programmes and recommendations for future similar programmes will be discussed. [ABSTRACT FROM PUBLISHER]

The present study aims to provide observational evidence on the relationship between teachers' use of motivational strategies and students' motivated behavior in the English as a foreign language (EFL) context of Iran. To this end, 741 male learners of English from 26 secondary school classes taught by 17 teachers participated in the study. The teachers' use of motivational strategies and the students' motivated behavioral codes were measured using a classroom observation instrument originally developed by Guilloteaux and Dörnyei (2008). Furthermore, the participating students completed a questionnaire that consisted of both situation-specific and general-motivational scales. Finally, a post hoc rating scale was employed to evaluate the teachers' overall motivational practice. The results showed that the teachers' motivational practice is significantly related to the students' motivated behavior. Further, while no differences were found between high-motivation and low-motivation learner groups in terms of their ideal second language (L2) selves, the low-motivation group had stronger ought-to L2 selves. The results will be discussed with reference to the socio-educational context of Iran. [ABSTRACT FROM AUTHOR]