A Brief Review of L2MSS: Its History and Development

Ouyang, Xiya; Lin, Yuewu

doi:10.22158/sll.v4n4p110

Cited by 2 publications

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“…The L2 motivational self-system (L2MSS) was developed by Dörnyei in an effort to give details individual variances in language learning motivation (Al-hoorie, 2018). Dornyei developed L2MSS according to the two fundamental theoretical development area, the first is based on the second language motivation research and the second is based on the field of psychology (Ouyang & Lin, 2020). The concept of L2MSS is known widely and often use to measure the students' motivation regarding to the language learning.…”

Section: Introductionmentioning

confidence: 99%

“…The concept of L2MSS is known widely and often use to measure the students' motivation regarding to the language learning. Furthermore, there are many studies that proved the validity of L2MSS in different linguistic and multicultural context (Ouyang & Lin, 2020). It is attributed to the L2MSS's capacity to capture the complexities of student's motivations rather than classifying them into neat categories (Ushioda, 2011).…”

Section: Introductionmentioning

confidence: 99%

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The Correlation between Internet- Based Learning and L2 Motivational Self System

Herwiana¹,

Anam²

2022

edu

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These present study aims are to find out the students’ L2 motivational self-system and the correlation between e-learning and L2 motivational self-system of English department students. This study was conducted in a private University in East Java, Indonesia. This study used a quantitative research design. L2MSS questionnaire and e-learning questionnaire were distributed to collect data from students, and the data were analyzed with the statistical method of Pearson's correlation coefficient. The findings show that the sub-factors of students’ L2MSS, namely the instrumentally –promotion, have the highest mean (M = 72.03, SD = 8.87). It means that the students do some efforts to achieve the goal in learning English for their future to get a better job and more money. While, the Integrativeness has the lowest mean (M = 16.25, SD = 1.66), which means the students have less effort in studying culture, and art of native speakers of the target language. In addition, the Pearson correlation output shows a positive correlation between e-learning and L2 motivational self-system even though with moderate correlation. The relationship between internet-based learning and students’ motivation is a fundamental factor that needs to be studied to improve the quality of teaching because technology is an essential part of higher education. It is suggested that further research explore more about the students L2MSS in other areas with different characteristics, using a mixed-method approach.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Correlation between Internet- Based Learning and L2 Motivational Self System

Herwiana¹,

Anam²

2022

edu

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Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis

Aryadoust

Soo

Zhai

2023

International Review of Applied Linguistics in Language Teaching

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We present a thematic review and analysis of the variables affecting language learning motivation (LLM) (2008–2022). The second-language motivational self-system (L2MSS) model was found to be the most applied construct in measuring LLM. Complex systems theory was also another method gaining prominence in LLM research to explain the interactions between micro- and macro-structures surrounding the learner in influencing motivation. Other factors such as socioeconomic status, dialogism and anagnorisis were also identified as variables relating to LLM. For instance, research on dialogism and dialogue has indicated the role of conversation in shaping identity, motivation, and meaning for learners. However, our review found that much of the focus in LLM research has been on the L2MSS learning or teaching experience, while daily living has been largely neglected. We further conducted a reliability generalization meta-analysis. Our analysis found an average reliability of 0.84 (CI = 0.816–0.856), with 34% of reliability coefficients falling below the lower bound of CI. A meta-regression analysis revealed that 16% of the variance in the reliability coefficients was predicted by the number of items in the instruments. Questionnaires with an internal consistency below the lower bound of 0.816 had an average of 4.14 items, while the rest had an average of 5.71 items. We further found significant publication bias. Based on our findings, we suggest areas for future research in LLM.

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A Brief Review of L2MSS: Its History and Development

Cited by 2 publications

References 0 publications

The Correlation between Internet- Based Learning and L2 Motivational Self System

The Correlation between Internet- Based Learning and L2 Motivational Self System

Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis

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